Master Handbook

ACADEMIC CALENDAR 2014/2015
SEMESTER I
Orientation
1 week
01.09.2014 07. 09.2014
Lecture
6 weeks *
08.09.2014 17. 10.2014
1 week *
18.10.2014 26. 10.2014
Lecture
8 weeks
27.10.2014 19. 12.2014
Revision Week
1 week *
20.12.2014 28. 12.2014
3 weeks *
29.12.2014 16. 01.2015
5 weeks *
17.01.2015 22. 02.2015
Inter-Semester Break
First Semester Examination

First Semester Break
_________________________
25 weeks
_________________________
SEMESTER II
Lecture
Second Semester Break
7 weeks
23.02.2015 10. 04.2015
1 week
11.04.2015 19. 04.2015
Lecture
7 weeks
20.04.2015 05. 06.2015
Revision Week
1 week
06.06.2015 14. 06.2015
3 weeks
15.06.2015 03. 07.2015
Second Semester Examination
_________________________
19 weeks
_________________________
ANNUAL BREAK/ SPECIAL SEMESTER

Break
9 weeks
04.07.2015 06. 09.2015
or
Lecture & Examination
8 weeks
04.07.2015 28. 08.2015
* Malaysia Day (16 September 2014)

Aidil Adha (5 Oktober 2014)
Deepavali (23 Oktober 2014)
Maal Hijr ah (25 Oktober 2014)
Chr istmas (25 Disember 2014)
New Year (1 Januar i 2015)
Maulidur Rasul (3 Januar i 2015)
Thaipusam (3 Februar i 2015)
Chinese New Year (19 & 20 Febr uar i 2015)
HANDBOOK
MASTERS PROGRAMMES
2014/2015 SESSION
FACULTY OF EDUCATION
UNIVERSITY OF MALAYA
50603 KUALA LUMPUR
Mission of University of Mal aya
To advance knowledge
and learning through
quality research and
education for the nation
and for humanity
Vision of University of Malaya
To be an internationally
renowned institution of
higher learning in
research, innovation,
publication and teaching
Mission of Faculty of Education
To improve knowledge
generation to form a
centre of excellence in
education and human
capital development
through teaching,
publication and
educational
consultation
Vision of Faculty of Education
To become the centre

of excellence at the
national and
international level in
education, human
capital development,
publication and
educational
consultation
TABLE OF C ONTENTS
PAGE
DEANS M ESSA GE
GENERAL INFORMATION
ADMINISTRATION OF THE FACULTY OF EDUCATION
13
UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010
24
UNIVERSITY OF MALA YA (MASTERS D EGREE) REGULATIONS 2010
36
SOFT SKILLS
76
MASTER OF COUNSELLING
University of Malaya (Masters Degree) Rules 2010
University of Malaya (Masters Degree) Regulations 2010
131
MASTER OF EDUCATION (SOCIOLOGY OF EDUCATION)

137
MASTER OF EDUCATION (SOCIAL SCIENCE EDUCATION)

143
MASTER OF EDUCATION (ISLAMIC EDUCATION)

149
MASTER OF EDUCATION (VALUE EDUCATION)

155
MASTER OF EDUCATION (ART EDUCATION)

161
MASTER OF EDUCATION (PHILOSOPHY OF EDUCATION)

167
MASTER OF EDUCATION (LANGUAGE EDUCATION)

173
MASTER OF EDUCATION (ENGLISH LANGUAGE EDUCATION)

179
MASTER OF EDUCATION (ARABIC LANGUAGE EDUCATION)

185
MASTER OF EDUCATION (PLANNING AND ADMIN ISTRATION)

191
MASTER OF EDUCATION (MATHEMATICS EDUCATION)

197
MASTER OF EDUCATION (SCIENC E EDUCATION)

203
MASTER OF EDUCATION (HEALTH EDUCATION)

209
MASTER OF EDUCATION (PHYSICAL EDUCATION)

215
MASTER OF EDUCATION (EDUCATIONAL PSYCHOLOGY)

221
MASTER OF EDUCATION (SPECIAL EDUCATION)

227
MASTER OF EDUCATION (MEASUREM ENT AND EVALUATION)

233
MASTER OF EDUCATION (CURRICULUM AND DEVELOPM ENT)

239
MASTER OF EARLY CHILDHOOD EDUCATION

245
MASTER OF EDUCATIONAL MANAGEMENT

251
MASTER OF INSTRUCTIONAL TECHNOLOGY

257
MASTER OF MATHEMATIC S EDUCATION WITH

COMMUNICATION AND TECHNOLOGY
INFORMATION
263
MASTER OF SCIENCE EDUCATION WITH INFORMATION COMMUNICATION

AND TECHNOLOGY
269
COURSE D ESCRIPTION
276
FACILITIES
369
LOCATION OF ROOM S
372
ACKNOWLEDGEMENT
382
DEANS MESSAGE
MASTERS PROGRAMMES
2014/2015 SESSION
DEANS MESSAGE
Bismillahirahmanirahim,
It is my pleasure and honour to welcome all new students to the 2014/2015 Academic
Year and thanks for making Faculty of Education, University of Malaya your preferred
choice. We are an established Faculty that has made its mark not only nationally but
also globally.
As University of Malaya is ranked better and better each year at the international arena,
the Faculty of Education has also been able to raise its standards to become one of the
top 100 education faculties in the world. This success did not happen overnight but is from years of toil by faculty
members and students. Being 50 years of age, the faculty has gracefully aged to wisdom, witnessing about 20
000 graduates over the years.
Our degree programmes do not only provide students with sought after knowledge and skills, but also link theory
to practice to better prepare students for the workforce. To date, our graduates do not only shine in the public
and local industries. Many are successful personnels of private and international institutions as well.
As much as we take pride in such successes, the faculty understands that there is a need to consider latest
challenges faced by the nation and take calculated steps to educate and acculturate our new graduates into
becoming thinking, researching individuals whose ideas are not only at par with those from world class
universities, but perhaps, surpass them.
To attain the nations education goals, the university and facultys mission and vision must be upheld, and
strategies must be planned with utmost care for the future generation to reap fruits of success from the seeds
we sow.
Regards and all the best.
EXCELLENCE WITH UM
ASSOCIATE PROFESSOR DR. MARIANI MD NOR

DEAN
GENERAL INFORMATION
MASTERS PROGRAMMES
2014/2015 SESSION
GENERAL INFORMATION
The University of Mala ya, the first local university, was established in 1962 to meet th e hig her
education needs of the country. A year and a half later, in June 1963, the School of Education was formed. The
school offered the postgraduate Dip lo ma in Educatio n to graduates who chose to enter th e te aching professio n.
The school expanded rapid ly and was upgraded to the status of fa culty in July 1965. The Masters of Education
(M.Ed) programme was introduced fo r the first time two years la ter and this was followed by the Doctor of
Philosophy (Ph.D) programme in 1969.
Since its establishment, the Faculty of Education has successfully train ed almost 20,000 graduates.
From among them, more than 15,000 have graduated with the Diplo ma in Educatio n, more than 1,000 with a
Master degree and about 3,500 with a Bachelor in Education degree.
In tandem with the University of Malayas vision, the Vision of the Faculty of Education is
to be a centre of excellence in education and human capital development at the national and
international levels
Core Valu es of the University of Mala ya is
Integrity
Respect
Academic Freedom
Open-mindedness
Accountability
Professionalism
Meritocracy
Teamwork
Creativity
Social Responsibility
Towards this end, the Mission of the Faculty of Education is

to generate knowledge while striving to be a centre of excellence in education and human
capital development through teaching, research, innovation, publication and consultancy
To achie ve this mission, the Faculty has identified the following general objectives:
To produce competent teachers for schools and oth er educational institutio ns

To produce experts in all areas of educatio n and human development
To become a postgraduate centre in education and human develo pment
To become a centre of in novation in basic and applied research in all areas of educatio n and human
develo pment
To become the centre of trainin g and consultation in the field of educatio n for organizations and
institutions
The Faculty is proactive in keepin g pace with the ever-changin g demands in the field of educatio n.
This inclu des the reappraisal of programmes and courses, curriculum revisio ns and departmental restructuring
to accommodate new changes when necessary.
In 1970, the structure of the Faculty comprised five divisions. However, because of new develo pments
and paradigm shifts in th e educational system, the Faculty had a series of restructurin g and reorganisation
exercises to enable the Faculty to realise its vision and obje ctives. The la test organisational restructuring was
carried out in 2001 resulting in the formation of the follo win g departments.
10
Department of Educational Foundations and Humanities

Department of Educational Psychology and Counselling
Department of Educational Management, Plannin g and Policy
Department of Language and Literacy Education
Department of Mathematics and Science Educatio n
Department of Curriculum and Instructio nal Technolo gy
Besides offerin g courses at the postgraduate level since its inception, the Faculty also conducts
undergraduate programmes. In 1989, th e Faculty started its own undergraduate programme the Bachelor of
Education in the Teaching of English as a Second Language (B. Ed. TESL). The programme is being run in
collaboration with the Faculty of Languages and Linguistics and the Faculty of Arts and Social Sciences. Other
degree programmes offered by the Faculty inclu de the Bachelor of Early Childhood Education which
commenced in 1998 follo wed by the Bachelor of Counsellin g in 1997.
Besides the above programmes, the Faculty is also involved in join t programmes with other faculties.
Among these programmes is the Bachelor of Science with Education (B.Sc.Ed.). The programme was initiated
jointly with the Faculty of Science in 1975, to meet the great demand for scie nce and mathematics teachers at
the upper secondary level. Another programme is the Bachelor of Islamic Education (B. Islamic Ed.) which was
introduced in 1982. This programme is conducted jo intly with th e Isla mic Academy, University of Malaya, to
prepare teachers to teach Isla mic Studies in schools. Other programmes are the Bachelor of Education
(Teaching of Tamil) conducted jointly with the Faculty of Arts and Social Sciences and the Bachelor of Language
and Linguistics with Educatio n (Chinese) conducted jo intly with the Faculty of Languages and Lin guistics.
Currently the Faculty offers the follo wing undergraduate programmes:
1.
2.
3.
Bachelor of Education (TESL)

Bachelor of Early Child hood Education
Bachelor of Counselin g
The Facultys role is not limited to teacher education only. Each Faculty member has his/her own area
of expertise in a particular field of educatio n and many serve as advisers or consultants to the Ministry of
Education and various organisatio ns. Some members of the Faculty work clo sely with overseas and
international agencie s in cluding the World Bank, UNESCO, UNICEF, IBRD, R ESCAM and RELC. All academic
staff members are actively involved in research and numerous papers and article s have been published in both
local and internatio nal journals. Research by faculty members is largely sponsored by grants from the University
or agencie s from within and outsid e the country.
The Faculty of Educatio n has embarked on a mission to enhance its role as a centre for hig her
degrees in education. The Faculty aims to produce more postgraduate educators to meet the demands of a
dynamic educatio n system. With the present academic staff strength of nearly 100 members compared to only
five in 1963, the Faculty can proudly claim to having a pool of tale nted expertise with the ability to make greater
contributions to develo pment in the field of education.
The Faculty of Educatio n has the largest number of postgraduate students pursuing either the Master
or PhD degrees at the University of Malaya. While most of these graduate students are Malaysians, there are
also postg raduate students who come from foreign countrie s like Algeria, Lib ya, Thailand, Brunei, Fiji, Sri Lanka,
the Cook Islands, Samoa, Chin a, various African and other countries. With the presence of internatio nal
students, the exposure and training received is enrichin g as students are able to share their diverse experiences
and vie ws.
11
Faculty offers the follo wing postgraduate programmes as below:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Master of Counselling
Master of Education (Curriculum Develo pment)
Master of Education (Plannin g and Administration)
Master of Education (Physical Education)
Master of Education (Health Education)
Master of Education (Educational Psycholo gy)
Master of Education (Measurement and Evaluation)
Master of Education (Special Education)
Master of Education (Language Education)
Master of Education (Arabic Language Education)
Master of Education English Language Education)
Master of Education (Science Educatio n)
Master of Education (Mathematics Education)
Master of Education (Socia l Science Education)
Master of Education (Socio logy of Education)
Master of Education (Islamic Education)
Master of Education (Valu es Educatio n)
Master of Education (Arts Education)
Master of Education (Philo sophy of Educatio n)
Master of Early Childhood Education
Master of Educational Management
Master of Instructional Technology
Master of Mathematics Education with Information and Communication Technolo gy
Master of Science Education with Information and Communication Technology
Faculty of Education also offers Doctor of Philosophy (PhD) programme by Research and
Coursework and Research. For programme by Coursework and Research, th e three (3) areas of specialisation
namely;
1.
2.
3.
Curriculum and Instruction

Education Management and Policy
Counsellin g
Although the official medium of instruction for the Masters and PhD programmes is Malay, most of the
courses are taught in English. This is to enable internatio nal students who are not proficie nt in the Malay
language to pursue their postgraduate studies at the Faculty. In effect, all staff members are bilin gual, that is,
they are proficie nt in the Malay la nguage as well as in English.
12
ADMINISTRATION OF THE
MASTERS PROGRAMMES
2014/2015 SESSION
13
ADMINISTRATIVE STAFF (DEANS OFFIC E)

Dean
: Associa te Professor Dr. Mariani Md. Nor

BScEd(Mal),MPhil, PhD(Bristol)
Deputy Dean (Hig her Degree)
: Professor Dr. Esther Sarojini Daniel

BScEd Hons(Mal), MEd, PhD(USM)
Deputy Dean (Undergraduate)
: Dr. Adelina Asmawi

BEdTESLHons, MEd(Tech)(Mal), PhD(Melbourne)
Deputy Dean (Develo pment &

Research)
: Dr. Ahmad Zabidi Abdul Razak

BEdHons, MEd( Mal), PhD(Massey)
Senior Assistant Registrar

(Administration and Develo pment)
: Masitah Idris
BScHons(Mal), MBA(Leicester)
Assistant Registrar (Undergraduate)
: Mahfuza Mohd Nasir

BCommHons(UPM)
Assistant Registrar (Hig her Degree)
: Anida Kamaludin
BBAHons, DBS(UiTM)
Administrative Officer
: Nur Afiqah Rosden

BHScHons (IIU M)
Project Officers
: Alina Ranee
BSc(Edinburgh), MBA(IIUM)
: Saidah Nafisah Mohd Zahari
BHScHons (IIUM)
14
FACULTY MEMBERS
DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND HUMANITIES
Head of Department
Zaharah Hussin
BIsEdHons, MEd(Mal), PhD(UKM)
Associate Professor
Wan Hasmah Wan Mamat

BAHons, DipEd(Mal), DipPengIs(UKM), MA(East Anglia), EdD (Monash)
Senior Lecturers
Lecturers
Latifah Ismail (Datin)

BAHons(USM), DipEd(USM), MEd(Tsukuba), PhD(Nottingham)
Abd. Razak Zakaria
BAHons(UKM), MA(UKM),PhD(Mal)
: Ghazali Darusalam
BAHons(UKM), CertEd(MPI), MA(UKM), PhD(Mal)
: Vishalache Bala krishnan
CertEd(MPIK), Specialist CertEd(MPIK), BEdTESLHons(Mal), MEd(Mal),
PhD(VUM,NZ), CertESOL(NZ)
: Zaharah Hussin
BIsEdHons, MEd(Mal), PhD(UKM)
:
:
:
Abdul Muhsein Sulaiman

BSc, MEd, PhD( Mal)
Mohd Faisal Mohamed
BJuris(Al al-Bayt), MA(Portsmouth)
Rahimi Md Saad
BAHons(Yarmouk), DipEd(IIUM), MEd(Mal)
Visiting Lecturer
Wail Muil Alhaj Said Ismail

BSc, MEd, PhD (Yar mok)
Research Fello w
Abu Talib Putih

CertEd, DipAD(Fine Art-ITM), MA(IIIinois), PhD(Iiiinois at Urbana
Champaig n)
15
DEPARTMENT OF LANGUAGE AND LITERACY EDUCATION

Head of Department
Muhammad Azhar Zailani

BAHons(Morocco), DipEd(IIUM), MEd(Mal), PhD(Mal)
Professor
Abdul Jalil Othman

CertEd(MPSAH), BEdHons(UPM), MEd(Mal), PhD(Mal)
Fatimah Hashim
BAHons(Mal), MEd(Michigan State), EdD(Monash)
Moses Samuel
BAHons, DipEd, MEd(Mal), EdD(Harvard)
:
:
Associate Professor
Juliana Othman
BEdTESOLHons(Moray Hse, UK), MA, PhD(Reading)
Senior Lecturers
:
:
:
:
:
:
Lecturers
:
:
:
:
:
:
Adelina Asmawi
BEdTESLHons, MEd(Tech)(Mal), PhD(Melbourne)
Chew Fong Peng
BA(Hons), DipEd (UKM), MA, PhD (UKM)
Muhammad Azhar Zailaini
BAHons(Morocco), DipEd(IIUM), MEd(Mal), PhD(Mal)
Pradip Kumar Mishra
BA (Utkal) MA, PhD(Berhampur)
Wong Seet Leng
CertEd, BAHons, MEd(Mal), PhD(Mal)
Zawawi Ismail
BAHons(Yarmouk), DipEd(IIUM), MEd(UKM), PhD(UKM)
Mohd Rashid Mohd Saad
BEdTESLHons(UKM), MEd(Leeds), PhD(Mal)
Zuwati Hasim
BEdTESLHons, MAESL(UKM), PhD (Waikato, NZ)
Foziah Mahmood
CertEd,DipESL(Mal), BEdTESLHons(UPM), MEdTESL(Leeds)
Huzaina Abdul Halim
CertEd(MPIK), DipBanking(ITM), BEdTESLHons, MScTESL(UPM)
Norini Abas
BEdTESL(UPM), DipESL( Mal), MA in ELT(Warwick)
Roselina Johari Md Khir
BA(Mal), MA(Indiana Polis)
Senior Research Fello w
Mohd Sofi Ali

BAHons, DipEd, MEd (UM), DipTEFL (Sydney), PhD(East Anglia)
Tutor-Bumiputra
Academic
Trainin g Scheme/SLAI
Asra Zarina Asbollah

BHS (UIAM), MEd (Mal)
Fateha Senom
BEdTESL( Mal)
Shanina Sharatol Ahmad Shah
BEd (Surrey), MEd ( Mal)
:
:
16
DEPARTMENT OF MATHEMATICS AND SCIENCE EDUCATION

Head of Department
Professor
$: Noraini Idris (Dato)

BScEd (Hons), MEd(Mal), PhD(OSU)
: Nik Azis Nik Pa
BSc, MSc(N Illinois), EdD(Georgia)
: Esther G.S. Daniel
BScEdHons(Mal), MEd, PhD(USM)
Associate Professor
:
:
Senior Lecturers
:
:
:
:
:
:
:
Lecturer
Sharifah Norul Akmar Syed Zamri (Datin)

BSc, MEd(Ohio), PhD(Mal)
Sharifah Norul Akmar Syed Zamri (Datin)

BSc, MEd(Ohio), PhD(Mal)
Rohaida Mohd Saat
BSc(Indiana), MScEd(Indiana), PhD(UPM)
Leong Kwan Eu
BSc Ed(Mal), MEd.ICT(Mal),MSc. (Columbia) MA (Columbia), MPhil
(Columbia ), PhD(Colu mbia)
Renuka a/p V.Sathasivam
BSc( Mal), MEd(Mal), MSc(Mal), PhD( Mal)
Rose Amnah Ab. Rauf
BScEd(UTM), MScEd(Warwick), PhD(UKM)
Selva Ranee a/p S.Subramaniam
BSc(USA), DipEd.(Mal), MEd.(Mal), PhD(UKM)
Shabeshan a/l Rengasamy
BBs, MEd(Texas), PhD(Mal)
Syed Kamaruzaman Syed Ali
BPend,(UNIMED), MSc(UPM), PhD(UPSI)
Suzieleez Syrene Abdul Rahim
BScEd(Hons)(Mal), MEd(Mal), PhD(Western Australia )
Norjoharuddeen Mohd Nor
BSc(Queensland), MEd(Houston), SPLI(MPTI)
$ On Secondment
17
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY AND COUN SELLIN G
Head of Department
Dr. Rafidah Aga Mohd Jaladin

BScHons(UWA), MCouns(Mal), PhD(Monash)
Professor
Ananda Kumar a/l Palaniappan

BScHons(UKM), MEd(Mal), MBA( Mal), PhD(Mal)
Associate Professor
Diana Lea-Baranovich
BME(Loyola), MEd(Loyola),EdD(Califo rnia Coast)
Jas Laili Suzana Jaafar
BAHons, DipEd(UKM), MSc(Belfast), PhD (Lancaster)
Loh Sau Cheong
CertEd, BEdHons(UKM), MSc, PhD(UPM)
Maria ni Md. Nor
BScEd(Mal), MPhil, PhD(Bristol)
Zahari Ishak
CertEd, BEdHons, MSc(UPM), PhD(Mal)
:
:
:
Lecturers
:
:
:
:
:
Visiting Lecturers
:
:
Lau Poh Li
BCouns, PhD(Mal)
Melati Sumari
BIsEdHons, MEd(Mal), PhD(W Michigan)
Rafidah Aga Mohd Jaladin
BScHons(UWA), MCouns(Mal), PhD(Monash)
Shahrir Jamaluddin
DipSc(UiTM), BA, MScEd, PhD(SIU)
Madhyazhagan a/l Ganesan
B.Sp.Ed, M.Sp.Ed, PhD(UKM)
Hamidah Sulaiman
BEd(UPM), MA(UKM), PhD (Mal)
Ida Hartina Ahmed Tharbe
BScHons(Kent), MA(UPM)
Nabeel Abdallah Abedalaziz
Dip, BSc, MA, PhD (Yarmouk)
Fonny Dameaty Hutagalung
BA(UMA), MA(U KM), PhD(UKM)
Isahak Haron (Professor Emeritus Dato)

BA(Hons), DipEd(Mal), MEd(Sydney), PhD(Chicago)
Research Fello w
Fatanah Mohamed
BA(Hons)(USM), DipEd(Mal), M.Ed(UKM), PhD(UKM)
Consulta nt
Haslee Sharil Lim Abdullah

BEd, MSc(U PM), PhD(Mal)
18
Tutor-Bumiputra
Academic Trainin g
Scheme/SLAI
:
:
:
Afandy Sutrisono Tanjung

BCouns(Mal)
Ahmad Shamsuri Muhamad
BCouns, MCouns(Mal)
Azmawaty Mohamad Nor
BABuss( Melbourne), MCouns(Mal)
Noor Aishah Rosli
BAHons, MSc(UUM)
Norfaezah Md. Khalid
BCouns(Mal)
Norsafatul Aznin A.Razak
BCouns(Mal)
19
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL TECHN OLOGY

Head of Department
Chin Hai Ling

DipEd(UKM), BAHons(UKM), MMgmt( Mal), PhD(Mal)
Professor
Saedah Siraj
BAHons, DipEd, MEd(Mal), PhD(Pittsburgh)
Senior Lecturers
Chin Hai Leng

DipEd(UKM), BAHons(UKM), MMgmt( Mal), PhD(Mal)
Dorothy Dewitt
BScEd(Mal), MEd(Mal), PhD(Mal)
Farrah Dina Yusop
B.Mgt.Edu(Info Tech)(Hons)(UUM), MIT(U M)(Mal), PhD(Lowa State)
Lorraine Pe Symaco
MA(U.Philippin es), PhD(Oxford)
Norlidah Alias
B. Engineerin g(Monash), MAEd, PhD(Mal)
Rafiza Abdul Razak
BEdTESL(UKM), MEd(Mal), PhD(UIA)
Siti Hajar Halili
BScHons(UiTM), MA(SU M), PhD(USM)
:
:
:
:
:
:
Lecturers
:
:
:
Mohd Shahril Nizam Shaharom

BSc Co mputer Hons, Med(UTM), PhD (Mal)
Umi Kalsum Mohd Salleh
BAHons, DipEd(USM), MEd(UKM), PhD (Adelaide)
Norhashimi Saad
BIsEdHons(Mal), MAEd(Warwick)
Visiting Lecturers
Mohammad Attaran
MA(TMU), PhD(TMU)
: Zahra Naime
BA(Iran), MA( Mal), PhD(Mal)
Tutor-Bumiputra
Academic Trainin g
Scheme/SLAI
*: Siti Farhah A.Aziz

BA(UTM)
Abu Bakar Nordin (Professor Emeritus Dato)

BA(Auckland), MA(Auckland), Cert. in Teaching(Auckland), DipEd(Massey),
PhD(Chicago)
* On Study Leave
20
DEPARTMENT OF EDUCATIONAL MANAGEM ENT, PLANNING AND POLIC Y

Head of Department
Megat Ahmad Kamaluddin Megat Daud

BA, MSc(St. Thomas Miami), PhD( Mal)
Professor
Sufean Hussin (Datuk)

BScEdHons, MEd(Mal), PhD(Oregon, USA)
Associate Professor
Muhammad Faizal A. Ghani

BBA(UU M), DipEd(MTC), ESL(Indiana), MBA(U KM), PhD(Mal)
Senior Lecturers
Ahmad Zabidi Abdul Razak

BEdHons, MEd( Mal), PhD(Massey)
Husaina Banu Kenayathulla
BAct(UIA), DipEd(UIA), MEd(Mal), MScEd (Indiana), PhD(India na, USA)
Megat Ahmad Kamaluddin Megat Daud
BA, MSc(St. Thomas Miami), PhD( Mal)
Zuraidah Abdullah
DipEd(Mal), BA(Mal), MPRinc(Mal), PhD(Mal)
:
:
:
Visiting Lecturers
:
:
:
:
:
:
Kazi Enamul Hoque

BA(Dhaka), B.Ed(Rejshahi), MSS(Dhaka), M.Ed(Darul Ehsan), PhD(USM)
Simin Ghavifekr
BEd(IAU), MEd(UPM), PhD(Mal)
Abdul Rahman Idris (Datuk)
BEcHons, DPA(Mal), MPA(USC), PhD(Manchester, USA)
Hussin Haji Ahmad (Dato)
Cert.Ed.(Birmingham), BA(Hons)(Mal), MA(Ed.)(Stanford, USA),
PhD(Ed.)(Stanford)
Rahimah Ahmad (Datin)
BA(Hons) (Mal), DipEd (Mal), Med (Mal), PhD (USA)
Mohammed Sani Ibrahim
BA(Hons) (Mal), M.Ed (Mal), M.Ed. (London), PhD (UKM)
Research Fello w
Rahmad Sukor Abd. Samad

CertEd, BAHons(USM), MEd(Mal)
Tutor-Bumiputra
Academic Trainin g
Scheme/SLAI
*: Azuraida Shahadan
BBA( Mal), MEd (Mal)
: Norfariza Mohd Radzi
BAc(Uniten), MBA(UPM), PhD(Mal)
Partime Tutor
Mohd Helmee Firdaus Salehudin

BBA (UMT), MSc (UU M)
On Study Leave
21
SUPPORT STAFF
Deans Office
Department
Nurul Fathina Romli

Logeswari a/p Nanessenderam
Khairul Amilin Mohamed

Norhafizah Mat Rahim
Norhaslizawati Ramli
Noorhaid a Mohamad
Siti Farah Quraisyiah Mohd Yusof
Sujinah Mokhtar
Sunita Abdul Aziz
Deputy Deans Office

Faridah Taib
Muhamad Hamka Bakhtiar
Normawati Zain ol Abid in
Nur Amalina Ariffin
Rohaizal Akmal Arifin
General Office
Azri Fazli Mohd Omar
Fazlina Zakaria
Juriza Mahid in
Mariamah Muhammad
Mazlita Ahmad
Mohd Rafi Bakri
Muhammat Yufpri Mat Inun
Noor Hayati Ismail
Norain i Bahari
Norazlin a binti Ahmed Nawawi
Norfazlin Aida Radzuan
Norkusharin a Nasir @ Nasarudin
Siti Nurmaznum Zulkafri
Yusri bin Mohamad Yusuf
Zubaid ah Omar
Documentation and Record Room

Anis Amija Amiruldin
Jamaliah Jasin
Pusat Penyelidikan dan Pembangunan Keluarga
Universiti Malaya
(UMFRTC)
Siti Fairuz Husin
22
FACILITIES UNITS
TV Studio
Microcomputer Room
Khairy bin Khalid
Mohd Hasri Che Ros
Woodwork Workshop
Multimedia Room
Omar bin Shaari
Azrul Yusuf
Tun Hairul Farid Ton Hamzah
Art Education Laboratory
Counselling Room
Saiful Taqiyuddin Iskak
Multipurpose Science Laboratory
Library
Azlan Aziz
Mohd Fadzil Ismail
Control Room
Mohd Salim Hashim
23
(MASTERS DEGREE) RULES 2010
MASTERS PROGRAMMES
2014/2015 SESSION
24
THE UNIVERSITIES AND UNIVERSITY C OLLEGES ACT 1971

THE CONSTITUTION OF TH E UNIVERSITY OF MALAYA 2010
_____________
ARRANGEMENT OF RULES
_____________
PART I
INTRODUCTION
Rule
1. Name, Commencement and Application
2. Interpretation
PART II
PROGRAMME OF STUDY AND ADMISSION REQUIREM ENTS
3. Programme of Study
4. Admission Requirements
PART III
REGISTRATION
5. Registratio n as a Candidate
PART IV
PAYMENT
6. Fees and Other Payments

7. Right to Vary Fees and Other Payments
PART V
DURATION OF PROGRAMME OF STUDY
8. Duration of Programme of Study
9. Minimum Period and Maximum Period
PART VI
STRUCTURE OF PROGRAMME OF STUDY
10. Structure of Programme of Study
PART VII
LANGUAGE R EQUIR EMENT
11. Bahasa Malaysia Requirement
12. English Language Requirement
25
PART VIII
EXAMINATION S
13. Examinatio ns
PART IX
GRADUATION
14. Graduation Requirements
PART X
GENERAL
15. Admission of Non-Graduating Student
16. Terminatio n of Candid ature
17. Power of the Senate to Make Regulatio ns
18. Exemption from Application
19. Compliance with the Universitys Statutes, Rules and Regulations
20. Transitional Provisions
21. Repeal
26

IN exercise of the powers conferred under section 37(1) of the Constitution of the University of Malaya 2010
[P.U.(A)444/2010], the Board of Directors of the University make the follo wing rule s:
PART I
INTRODUCTION
Name, Commencement and Application
1.
(1)
These Rule s may be cited as the University of Malaya (Masters Degree) Rules 2010 and
shall come into force from the 2010/2011 academic session.
(2)
These Rule s shall apply to all candidates of the Masters degree programmes admitted prior
to and in the 2010/2011 academic session and thereafter.
Interpretation
2.
In these Rules, unless the context otherwise requires

Bursar means an officer of the University as provid ed under section 14 of the Constitution;
examinatio n room means any premises used for th e conduct of examinations for any course or
courses;
candidate means any person who has registered for any of the Universitys Masters degree
programmes of study of the University;
"Dean of Faculty means the Dean of a Faculty of the University and inclu des any Director or Head of
School, Centre, Academy or Institute appoin ted under subsection 21(4) and (5) of the Constitution
disserta tion means the written product of a research undertaken in rela tion to a Masters degree
programme of study by way of Research or Masters degree by Coursework and Research;
"Faculty means any Faculty of the University and inclu des any School, Centre, Academy or In stitute
of the University established under subsections 21(1) of the Constitution;
Degree means the Masters degree of the University; Department means any department of a
Faculty including any division of study of the Faculty;
Committee of Examiners means the committee established in each Faculty for the purpose of
considerin g and evalu ating the examinatio n results of candidates as provid ed forunder the regulations
to these Rule s.
Head of Department means the Head of any Department of a Faculty inclu din g the Chairman of any
division of study of the Faculty or Programme Co-ordin ator, as the casemay be;
credit means any quantitative measurement which reflects the le arnin g volu me or learning lo ad
required to achie ve the respective learning outcomes.
27
credit valu e means any system of credit calculation used based on actual teaching hours of a
candid ate in cluding all types of teachin g and le arning activities required to achie ve the specified
learning outcomes.
course means a unit of study or trainin g undergone for a prescribed period, usually in one semester,
which contributes credit to a programme of study;
research report means the result or product of research conducted by a candidate for the Masters
degree by Coursework or by Clin ical Coursework during the course of his candid ature and includes
research paper, project report and the result or product of the said research by whatever name;
Vice-Chancellor means the chief executive and academic officer of the University appointed under
subsection 12(1) of the Constitutio n;
Inte rnal Examiner means any full-time or part-time teacher of the University appoin ted by a Faculty
to examine any course, part of a course or a candidates dissertation;
External Examiner means any person not being a full-time or part-time teacher of the University
appointe d by a Faculty to examine a course or a part or more of a Degree programme of study or a
candid ates disserta tion;
"Registrar means an officer of the University as provided for under subsection 13(1) of the
Constitution;
in vigilator means an in vigila tor and in cludes th e chief in vigilator appointed by the Vice-Chancellor or
by any officer empowered by the Vice-Chancellor, from amongst the fulltime teachers of the University
to invigila te the examination of any Degree programme ofstudy;
"supervisor means a person appointe d by a Faculty from amongst the academic staff of the University
including Emeritus Profe ssors, Adju nct Professors, post-doctoral researchers or research fellows of
the University to supervise a candid ate in his programme of study;
co-supervisor means a person appointed by a Faculty from amongst the academic staff who has left
the service of the University and whose supervisory services are still required to enable his candidate
to complete the programme of study or an academic staff from another university;
"Constitution means the Constitution of the University of Malaya;
consultant means a person who is not a member of the academic staff of any university appointed by
a Faculty to assist in the supervisio n of any candidate in hisprogramme of study;
programme of study means a group of courses, training and research or a combination of such
courses, train ing and research planned and offered for the purposes offulfilling the requirements for
the award of a Masters degree;
programme of study by Coursework means a programme of study as defined under paragraph 3(1);
programme of study by Clinical Coursework means a programme of study as defined under
paragraph 3(2);
28
programme of study by Coursework and Research means a programme of study as defined under
paragraph 3(3);
programme of study by Research means a programme of study as defined under paragraph 3(4);
"semester means a prescrib ed period in an academic session and comprises Normal Semester and
Special Semester;
Normal Semester means semester I or semester II as stated in the Schedule of Semesters;
Special Semester means a semester conducted after semester II of a duration thatis shorter than a
Normal Semester;
"Senate means a University Authority established under subsection 22 of theConstitution;
academic session means the perio d of study for a programme of study comprising two normal
semesters and a specia l semester the dates for the commencement and the end of which are
determined by the Vice-Chancello r;
academic year means a period of twelve months the dates for the commencement and the end of
which are determined by the Vice-Chancello r;
calendar year means a perio d of time the duration of which is twelve months;
"place of study means the University inclu din g any other pla ce as may be approved by the University
"University" means the University of Malaya
PART II
PROGRAMME OF STUDY AND ADMISSION REQUIREM ENTS
Programme of Study
3.
The programme of study shall be classifie d as follo ws:

(1)
Masters Degree by Coursework, that is, a programme of study wholly by way of lectu res
which may involve producin g a research report;
(2)
Masters Degree by Clinical Coursework, that is, a programme of study by clinical

coursework which involves producin g a research report;
(3)
Masters Degree by Coursework and Research that is, a programme of study combining
lectures and research le ading to a disserta tion. A candidate shall conduct the research after
he has comple ted successfully all the lectures prescrib ed for his programme of study
unless oth erwise approved in writing; and
(4)
Masters Degree by Research that is, a programme of study wholly by research leadin g to a
dissertatio n.
Admission Requirements
4.
(1)
The minimum requirements for admission to any programme of study shall be

as follows:
29
(a)
(b)
Programme of study by Coursework; and

Programme of study by Coursework and Research
(i)
(ii)
(iii)
(c)
Programme of study by Clinical Coursework

(i)
(ii)
(iii)
(d)
a Bachelo rs degree or equivale nt; or

a professio nal qualification from a recognised professio nal body; or
any other qualification as may be approved by the Senate from time to
time.
a Bachelors Degree of Medicin e and Degree of Surgery or a Bachelors

Degree of Dental Surgery; or
a professio nal qualificatio n from a recognised professio nal body; or
any other qualification as may be approved by the Senate from time to
time.
Programme of study by Research

(i)
(ii)
a Bachelo rs degree with honours or equivalent; or

a Bachelo rs degree with:
(A)
(B)
at least three years of relevant workin g experience; or

proof of publication in the related field;
(iii)
a professio nal qualification from a recognised professio nal body; or
(iv)
any other qualification as may be approved by th e Senate from time to

time.
(2)
Subject to the requirement for the fulfilment of the minimum qualifications as stated under
subrule (1), an applicant shall also be required to fulfil such special requirements as may be
specified by the Faculty for the programme of study concerned.
(3)
Notwithstanding the provisio ns of subrules (1) and (2), in specific cases and subject to the
approval of the Senate, the Faculty may be given the lib erty to admit any applicant who
possesses any qualificatio ns other than those provid ed for in the existing admission
requirements.
(4)
The admission of any candid ate shall be at the discretion of the Faculty. In any event, in
certain circumstances, the Dean of the Faculty may, on the recommendation of the Deputy
Dean responsib le for matters relatin g to graduate programmes and the Head of Department
concerned, admit any person who has a Bachelo rs Degree in a rela ted field with a CGPA of
not lessthan 3.0 or equivale nt.
(5)
A non-Mala ysian applicant whose degree is from a university orinstitution of hig her le arning
where the medium of instruction fo r that degree is not the English language and where the
applicant wishes to follow a programme and/or write his dissertatio n in the English
language shall be required:
(a)
to obtain a score of 550 for a paper-based to tal, a score of 213 for a computerbased total or a score of 80 for an in ternet-based tota l for the Test of English as a
Foreig n Language (TOEFL); or
30
(b)
to obtain a band of 6 for the International English Language Testing System

(IELTS);
(6)
Where the applicant does not possess the stipula ted requirements either under paragraph
5(a) or (b), the applicant may be consid ered for admission subject to the applicant passing
any English language test as may be recognised by the Senate before he is allo wed to
register for the degree programme of study concerned.
(7)
Notwithstanding the provisions of paragraph 5(a) and (b) of these Rules, and subject to the
approval of th e Senate, th e Faculty may, based on the requirements of the Masters degree
programme concerned, impose:
(a)
(b)
(c)
a hig her le vel of English language proficie ncy for all non-Malaysian applicants for
the Masters degree programme concerned; or
a minimum level of English language proficie ncy for all Malaysia n applicants for
the Masters degree programme concerned; or
a level of English language proficiency other than those specified under
paragraphs 5(a) and (b) above for non-Malaysia n applicants for the Masters
degree programme.
PART III
REGISTRATION
Registration as a Candidate
5.
(1)
A candid ate who receives and accepts an offer from the University for a Degree programme
of study shall register in accordance with the regula tions under the University of Malaya
(Masters Degree) Regulations 2010.
(2)
Subject to subrule (3), a candidate who has registe red as provid ed for undersubrule (1), is a
student of the University and is known as a candidate for the Degree programme of study.
The name of the said candidate shall be listed in the Universitys student registry until such
time as the candidate has successfully comple ted his programme of study and the Senate
has confirmed that the said candidate is qualified to be awarded the Degree or for specific
reasons, until the said candidate has lo st his status as a student of the University, whichever
is the latest.
(3)
Every candid ate who has registered for a programme of study offered to him shall register
continuously with the University.
(4)
A candidate who fails to register on a continuous basis with the University shall be
terminated as a student and his name shall be struck off from the University student registry.
(5)
Notwithstanding the provisions of subrule (1) and subject to subrule (3), the Senate may at
any time terminate the registration of any candidate if, in the opinio n of the Senate, the
candid ate concerned is not able, for any academic reasons as may be determined by the
Senate, to contin ue with his programme of study, and the name of the candidate concerned
shall be struck off from the University student register and the the candid ate concerned
shall henceforth cease to be a student of the University. The decisio n of the Senate
made in accordance with this subrule is final.
31
PART IV
PAYMENT
Fees and Other Payments
6.
A candid ate shall pay all prescrib ed fees and other payments as provided under th e University of
Malaya (Masters Degree) Regulatio ns 2010.
Right to Vary the Fees and Other Payments

7.
The University has the absolute rig ht to vary the prescribed fees and any other payments without any
prior notice to the candidate.
PART V
DURATION OF PROGRAMME OF STUDY
Duration of Programme of Study

8.
A candidate shall commence and end his programme of study within the prescrib ed period.
Minimum Period and Maximum Period

9.
(1)
(a)
The maximum period of study for any Masters degree programme other than a
clinical Masters degree programme is eight Normal Semesters unless otherwise
decided by the Senate.
(b)
(2)
(3)
The minimum period of study for anyMasters degree programme other than a
clinical Masters degree programme is two Normal Semesters unle ss otherwise
decided by the Senate.
(a)
The minimum period of study for any clinical Masters degree programme is four
years unless otherwise decid ed by the Senate.
(b)
The maximum period of study for any clinical Masters degree programme is seven
years unless otherwise decid ed by the Senate.
Notwithstanding the provisions of subrules (1) and (2), in certa in circumstances, the Dean of
the Institute of Graduate Studies or any officer as may be determined by the University
may extend any period of candidatu re which has exceeded the maximum period as provid ed
under subrule (2) provid ed that such extension shall not exceed two semesters.
PART VI
Structure of Programme of Study

10.
The structure of each programme of study shall be as determined and approved by the Senate for the
programme of study concerned.
32
PART VII
LANGUAGE R EQUIR EMENT
Bahasa Malaysia Requirement
11.
(1)
A candid ate who is not a Malaysia n citizen shall be required to obta in at le ast a pass grade
in Bahasa Mela yu or Bahasa Malaysia at th e le vel of Sijil Pelajaran Mala ysia or level III Sijil
Kecekapan Bahasa Mala ysia or level III Sijil Intensif Bahasa Mala ysia Universiti or at an
equivalent level before being conferred his Degree.
(2)
A candid ate who is not a Malaysia n citizen shall be required to attend at a satisfactory level
a course in Bahasa Malaysia conducted by the University before bein g conferred his
Degree except where he has obtain ed at least:
(a)
(b)
(c)
(3)
a pass grade in Bahasa Melayu or Bahasa Malaysia at the level of Sijil Pelaja ran
Malaysia ; or
a level III for the Sijil Kecekapan Bahasa Mala ysia or a level III for the Sijil Inte nsif
Bahasa Malaysia Universiti; or
a Bahasa Malaysia course recognised by the University.
Notwithstanding the provisio ns of subrules (1) and (2) the Bahasa Malaysia requirement is
waived for a candidate who has followed a course of study conducted in Bahasa Malaysia at
a local Institution of Higher Learnin g.
English Language Requirement

12.
A candidate who is a not a Malaysian citizen who is followin g a programme of study and/or writing a
dissertatio n in a language other than the English la nguage shall be required to:
(1)
(2)
(3)
obtain a score of 500 for the Test of English as a Foreign Language (TOEFL); or
obtain a band 5 for the International English Language Testing System (IELTS); or
pass in a course in the English la nguage as may be determined by the Senate, befo re he is
conferred his Degree.
PART VIII
EXAMINATION S
Examinations
13. Examinatio ns shall be held for a Degree programme of study by
(1)
(2)
(3)
Coursework;
Coursework and Research; or
Research
subject to the regulations under the University of Malaya (Masters Degree) Regula tions 2010.
PART IX
GRADUATION
Graduation Requirements
14.
A candidate may be conferred the relevant Masters Degree if he has

33
(1)
(2)
(3)
(4)
fulfilled all the requirements of these Rule s and any regula tions made thereunder;
fulfilled the language requirements as provid ed for under rule s 11 and 12; (3) recommended
by the Committee of Examiners to be conferred the degree and approved by the Senate;
fulfill all other requirements as may be prescribed by the Senate from time to time; and
paid all fees and oth er payments as prescribed by the University;
PART X
GENERAL
Admission of Non-Graduating Student

15.
(1)
(2)
A Non-Graduatin g Student is a person who has been approved to follow any course that is
offered or to conduct any research for a degree programme of study, wheth er or not fo r the
purpose of obtain ing credit. A non-graduating student is not a student of the Universitys
programme of study.
The admission of a non-graduatin g student shall be at the discretion of the Dean of the
Faculty.
Termination of Candidature
16.
The Senate shall have the power to terminate the candidature of any candid ate who is found to have
provid ed false and untrue in formation with respect to his admission to the University.
Power of the Senate to Make Regulations

17.
The Senate may make such regula tions as may be required for the purpose of implementing or
enforcin g the provisions of these Rule s.
Exemption from Application

18.
Notwithstanding any provisions under these Rules and th e regulations made thereunder, the Senate
may exempt the applicatio n of any provisions of these Rule s and the regula tions made thereunder.
Compliance with the Universitys Statutes, Rules and Regulations

19.
Every candidate is subje ct to the Universitie s and University Colle ges Act 1971, the Constitution of the
University of Malaya, all existing University Statutes, other rules and regulatio ns inclu din g the
University of Malaya (Discip lin e of Students) Rules 1999.
Transitional Provisions
20.
(1)
The University of Malaya (Masters Degree) Rule s 2001 and regula tions made thereunder
are hereby repealed.
(2)
Notwithstanding any provisio ns under subrule (1), and subject to the compliance of the
University of Malaya (Masters Degree) Rule s 2001 and regulations made thereunder, as
well as any determination passed by the Senate, the candidature of any candidate
registered under the University of Malaya (Masters Degree) Rules 2001 and regulations
made thereunder, shall at the commencement of these Rules contin ue to be in force and
34
have effect as if the candidate has been registered under these Rule s but thereafter the
candid ature of the candid ate shall be subject these Rules.
Repeal
21.
The University of Malaya (Masters Degree) Rules 2001 is hereby repeale d.
Made on the.......................
Chairman
Board of the University of Malaya
35
(MASTERS DEGREE) REGULATIONS
2010
MASTERS PROGRAMMES
2014/2015 SESSION
36
THE UNIVERSITIES AND UNIVERSITIES COLLEGES ACT 1971

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS
2010
_________________
ARRANGEMENT OF REGULATIONS
_________________
PART I
INTRODUCTION
Regulation
1.
Name, Commencement and Applicatio n

PART II
APPLICATION FOR ADMISSION
2.
Advertisement and Applicatio n

PART III
REGISTRATION
3.
4.
5.
6.
7.
8.
9.
10.
Initial Registration
Registratio n of Courses
Renewal of Candidature
Concurrent Registration
Attendance in Programme of Study
Withdrawal from a Course
Withdrawal from a Semester
Withdrawal from a Programme of Study
PART IV
PAYMENT
11.

PART V
12.
13.
14.
15.
16.
17.
18
19.
Offer and Completio n of Courses

Change of Field of Research
Change of Mode of Study
Change of Programme of Study
Change of Status of Candidatu re from a Masters Degree programme by
Research to a Doctor of Philosophys Degree Programme
Credit of Transfer
Credit of Exemption
Application for Transfer and Exemption of Credit
37
PART VI
SUPER VISION
20.
Supervisio n and Progress of Candid ature

PART VII
DISSERTATION OR RESEARCH R EPORT
21.
22.
23.
Determination of Field of Research and Title of Dissertation and Research Report

Language
Submission
PART VIII
EXAMINATION S
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Number and Scope of Examinations

Committee of Examiners
Programme of Study by Coursework/Clinical Coursework
Programme of Study by Research
Programme of Study by Coursework and Research
External Examiner
Internal Examiner
Consulta nt
Examination Assessment for a Programme of Study by Coursework
Examination Assessment for a Programme of Study by Research
Examination Assessment for a Programme of Study by Coursework and Research
Examination Assessment for Programme of Study by Clinical Coursework
Admission as a Candidate for Examination
Withdrawal from Examination
Absence from Examinatio n
Conduct of Examinations
Secrecy in Matters relating to Examinations
PART IX
GRADUATION
41
42.
43.
44.
45.
Programme of Study by Coursework

Programme of Study by Clinical Coursework
Award of Degree with Distinction
PART X
APPEALS
46.
47.
48.
49.
50.
Appeal to Review Course Examinatio n Results

Appeal to Review Results of Examinatio n of Disserta tion
Appeal by Candidate who has faile d the Examinatio ns for the Coursework or Clinical
Coursework and is Terminated
Appeal to Activate Candid ature
Appeal to Exte nd Maximum Period of Candidature
38
PART XI
READMISSION TO DEGREE PROGRAMME OF STUD Y
51.
Readmission to a Degree Programme of Study

PART XII
GENERAL
52.
53.
54.
55.
Power of the Senate

Compliance with the Universitie s and University Colleges Act 1971, University Statutes,
Rules and Regula tions
Auditing Courses
Nongraduatin g Student
39

UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS
2010
IN exercise of the powers conferred by rule 17 of the University of Malaya (Masters Degree) Rule s 2010, the
Senate makes the follo wing regula tions:
PART I
PRELIMINARY
Name, Commencement and Application
1.
(1)
(2)
These Regulations may be cited as the University of Malaya (Masters Degree)

Regulations 2010 and shall come into force from the academic session 2010/2011.
These Regula tions shall apply to all candid ates of the Masters degree programme admitted
prior to and in the academic session 2010/2011 and thereafter.
PART II
APPLICATION FOR ADMISSION
Advertisement and Application

2.
(1)
(2)
(3)
The Masters degree programme of study of the University shall be advertised from time to
time.
Applications for admission to a degree programme of study shall be made in accordance
with the prescribed procedure.
Where the University specifie s a closin g date for applications for admission to a degree
programme of study, applications must be received on or before the specified closing date .
PART III
REGISTRATION
Initial Registration
3.
(1)
A candidate for a Masters degree programme by Coursework or by Coursework and

Research shall register for his programme of study not later than two weeks from the
date of the commencement of the semester in which he has been offered admission in to
the programme of study.
(2)
A candid ate for a Masters degree programme by Research may register for his programme
of study at any time but not more than six months from the date the le tter of offer was issued
or within the period as specifie d by the Faculty where the programme of study is being
followed.
(3)
A candidate for a Masters degree programme by Clinical Coursework shall register for his
programme of study not later than a month from the commencement of the academic
session in which he has been offered admission.
(4)
In special circumstances, the Dean of the Faculty or any officer as may be dete rmined by
the University, on the recommendation of the Dean of the Faculty, may permit the candidate
to defer his initial registration to the following semester.
40
(5)
Where the candidate does not register within the specified period or the approved deferred
perio d, the offer for admission to the degree programme of study shall lapse automatically.
Registration of Courses
4.
(1)
A candidate of a Masters degree programme shall register for the courses prescrib ed for
the degree programme of study he is following.
(2)
A candidate is given a period of two weeks from the date of commencement of the
semester to complete the registration of his courses. A candid ate who fa ils to complete the
registration of his courses within that perio d shall not be permitted to follow the said courses.
(3)
Notwithstanding the provisio ns of subregula tion 4(2), a candid ate may, as a specia l case or
on the recommendation of the Dean of the Faculty, be approved for late or backdated
registration where the candid ate has fulfilled eighty percentage of class attendance for the
said course for the semester concerned. The candidate shall be liable to pay, apart
from other prescribed fees, a fine at a prescribed rate for the said course.
Renewal of Candidature
5.
(1)
A candidate of a Masters Degree programme by Coursework and a Masters Degree

programme by Coursework and Research shall renew his candid ature not later than two
weeks from the date of commencement of the rele vant semester.
(2)
A candidate of a Masters Degree programme by Clinical Coursework shall renew his

candid ature not later than seven weeks from the date of commencement of the relevant
academic session.
(3)
A candid ate of a Masters Degree programme by Research shall renew his candid ature not
later than seven weeks from the date of commencement of the relevant semester.
(4)
A candidate who fails to renew his candidature within the period specifie d under
subregulations (1), (2) and (3) may cause his candidature to lapse unle ss the candid ate has
been permitted for late registration. The candid ate may be liable to pay, apart from the other
prescrib ed fees, a fine at a prescrib ed rate.
Concurrent Registration
6.
(1)
Subject to subregulatio ns (2), (3) and (4) below, a candidate is not permitted to register
concurrently for another programme of study that leads to th e award of a degree at this or
any other university or in stitution.
(2)
The Faculty may permit a candid ate to register concurrently for another programme of study
that leads to the award of a degree at this University or another university or institution
provid ed that
(a)
the candidate has submitted to the Faculty his disserta tion or research report for
examination; and
(b)
the programme of study is not the same as the programme of study for which he
has registered at this University.
41
(3)
Where the University has a programme in collaboration with another university or institution
that leads to the award of a degree, the candid ate may be permitted to register concurrently.
(4)
A candidate may with the approval of the Dean of the Faculty register and attend at any one
time an in-service train ing programme at the request of his employer provided the
programme is conducted for a perio d not exceeding one year.
(5)
Subject to subregula tions (2), (3), and (4), any candid ate in breach of subregula tion (1) may
be terminated without any refund of his fees or oth er payments which have been paid .
Attendanace in Programme of Study

7.
(1)
A candidate shall attend all programme of instruction and research in respect of his
programme of study except where th e candidate is granted medical or maternity le ave by a
registered medical officer or leave of absence by the Dean of the Faculty.
(2)
A candidate may with the approval of the Faculty undergo part of his programme of study at
another institution.
Withdrawal From a Course

8.
(1)
A withdrawal from a course means withdrawin g from one or more courses in any
semester.
(2)
A candidate may withdraw from a course not la ter than the second week of the semester
concerned. The candid ate shall not be liable to pay course fees and course registration
record shall be delete d.
(3)
A candidate who withdraws from a course after the second week but up to the seventh week
of a Normal Semester shall be lia ble to pay for the fees for the course and a Grade W will be
recorded for the course concerned.
(4)
A withdrawal from a course after the seventh week of a Normal Semester or after the
second week of a Special Semester is not permitted except with the approval of the Dean
of the Institute of Graduate Studie s or a desig nated officer of the University upon the written
application of the candid ate through the Dean of theFaculty.
(5)
An applicatio n will only be consid ered on emergency grounds supporte d by documenta ry

evidence concerned or on medical reasons supported by a medical report issued by a
registered medical officer.
(6)
Where an application fo r withdrawal under paragraph (4) is approved, a Grade W shall be

recorded for the course concerned. The fees for the said course shall remain liable to be
paid. Where the application is not approved, the candid ate shall contin ue with his study for
the course concerned. A candid ate who fails to attend the course and does not sit for the
examination held at the end of the semester concerned, shall be awarded a Grade F.
(7)
A withdrawal from a course on the following grounds is not permitted:

(a)
The performance of a candidate is not satisfactory for any of the courses;
(b)
Inadequate preparatio n for the course concerned; or
(c)
Dissatisfaction with any of the courses.
42
(8)
A withdrawal from any of the courses is not permitted when the examination period for the
semester has commenced.
Withdrawal from a Semester

9.
(1)
A withdrawal from a semester means a withdrawal from all courses Registered or a

programme of study or research for the semester concerned. A candid ate is only permitted
to withdraw from any semester after he has undergone at least one semester of his
programme of study.
(2)
An applicatio n for withdrawal from a semester may be approved by the Faculty subje ct to it
being received before 12.00 noon, on the Friday of the seventh week of the semester
concerned.
(3)
A candidate permitted to withdraw from a semester before 12.0 0 noon on the Friday of the
seventh week of the semester
(4)
(a)
shall be charged course fees; and
(b)
record of his registratio n for that semester shall be dele ted.
A candid ate shall not be permitted to withdraw from a semester after 12.00 noon on the
Friday of the seventh week of the semester except with the approval of the Deputy ViceChancello r concerned upon the written application of the candidate made through th e Dean
of the Faculty. Such application will only be consid ered on emergency grounds supported by
documentary evid ence concerned or on medical reasons supported by a medical report
issued by a registered medical officer.
(a)
Where the applicatio n is approved, a Grade W shall be recorded for the course (if
any). Fees for the course shall remain lia ble to be paid .
(b)
Where the application is not approved, the candid ate shall continue with his
studies for the semester concerned.
(5)
A withdrawal from a semester is not permitted when the examination perio d for the
semester has commenced.
(6)
The maximum perio d for withdrawal from a semester for a candidate is only two Normal
Semesters for the duration of his studies whether taken continuously or not except for the
last semester of his candid ature.
(7)
Except for medical reasons supported by a medical report from a registered medical officer,
the withdraw period shall be taken as part of the maximum perio d of his studie s.
Withdrawal from a Programme of Study

10.
(1)
An application to withdraw from a Degree programme of study shall be made in

writing and in accordance with prescrib ed procedures through the Dean of the Faculty to the
Dean of the Institute of Graduate Studies or any designated officer of the University; and
(2)
Any decision on the with drawal from a Degree programme of study shall be final.
43
PART IV
PAYMENT
11.
(1)
A candid ate shall pay all fees and other payments due and payable to the University at the
time of initial registration or at the renewal of his candid ature except where he has been
exempted from paying any fees or payments or both.
(2)
A candidate who in tends to pay any fee or any other payments liable to be paid to the
University by in stalment shall apply to do so on a prescrib ed form at the Office of the Bursar
or any oth er centres as may be determined by the University.
(3)
A candidate who fails to pay any fees or oth er payments or part of any fees or other
payments due and payable to the University shall not be permitted to sit for any
examinations for the Degree programme of study.
PART V
Offer and Completion of Courses

12.
(1)
A Faculty shall dete rmine the courses to be offered for any semester. A new course may be
offered if it has fulfilled specific conditions and has been approved by the Senate.
(2)
Every course offered must be taught, completed and examined in one semester. Only
courses that have obta ined the prior approval of the Senate may be conducted for a period
of more than one semester.
(3)
The total credits for each component of a course for a Degree programme of study shall be
determined by the Faculty and the Senate.
Change of Field of Research

13.
A candidate is not permitted to change his field of research. However, in specia l circumstances, a
change in the field of research may be permitted subje ct to the approval of the Faculty concerned.
Change of Mode of Study

14.
A candidate may apply in accordance with the prescrib ed procedure to the Faculty to change the
mode of his study subje ct to the following:
(1)
The application is made not later than seven weeks from the date of his initial
registration;
(2)
The change is only permitted once throughout his candid atu re; and
(3)
The duratio n of his study in the origin al programme of study is not counted as part of the
maximum period of his candidatu re.
44
Change of Programme of Study

15.
A candidate may apply in accordance with the prescrib ed procedure to change his programme of
study subje ct to the Following:
(1)
The change in the programme of study is recommended by th e Dean of the Faculty/Coordin ator where the candidate is followin g his programme of study and approved by the
Faculty of his new programme of study;
(2)
The application is submitted not later than seven days from the date of his initia l registratio n;
(3)
Such change is only permitted once throughout his candidature;
(4)
The perio d of his origin al programme of study shall not be counte d as part of th e maximum
perio d of his candid ature.
Change of Status of Candidature from a Masters Degree programme by Research to a Doctor of

Philosophys Degree Programme
16.
(1)
A candid ate of a Masters Degree programme by way of Research may be consid ered for a
change in the status of his candidature to a candidature for thedegree of Doctor of
Philosophy if he has completed at least twelve months but not more than fifteen months
of study in his Masters degree programme at the time of his application fo r the change in
status.
(2)
A candidate who wishes to change his candid ature for a Masters degree to a candidature
for a Degree of Doctor of Philosophy shall:
(a)
apply in writing to the Dean together with the followin g:

(i)
a written report of not more than 6,0 00 words regarding

(A)
The introduction and scope of research;
(B)
Objective of the research;
(C)
Research methodology;
(D)
Research output that has been generated for the la st twelve

to fifteen months Includin g the productio n of
(aa)
a journal paper accepted for publication and the

presentation at a seminar at the natio nal or
international level;
Or
(bb)
an application for a patent which is pendin g or has

been granted and a presentation at a seminar at the
national or internatio nal level;
or
45
(cc)
(E)
any other achie vement as may be determined by the

Faculty and a seminar presentation at the national or
international le vel; and
A research plan for the degree of Doctor of Philosophy;

(ii)
His supervisors support and report;
(iii)
The support and report of the head of department

responsible for his programme of study.
(b)
present his research output in one seminar before a panel of assessors

comprising two experts from within or outsid e the University in the relate d fie ld as
may be determined by the Faculty. The said seminar shall as far as possible be
held within a month from the date of the applicatio n fo r the change in the status of
candid ature complying with regulations 16(2)(a)(i),(ii) and (iii) of these Regulations
has been received from the candidate.
(c)
The period of the candid ature for the Masters degree shall be counted in the
perio d of candid ature for the Degree of Doctor of Philosophy.
Transfer of Credit
17.
(1)
Transfer of Credit means the transfer of credit together with th e grade obtained for a course
taken by a candid ate after his admission to a Degree programme of study at the University.
(2)
In a transfer of credit, the credit obtain ed togeth er with the grade and grade poin t for the
course concerned shall be taken into account in the calcula tion of the GPA and CGPA of
the candidate. Approval for a transfer of credit is subject to among others the follo wing
conditio ns:
(a)
The course applie d for transfer of credit has an overlap at least seventy-five
percentage with the course offered at the University;
(b)
The grade or grade point obtained for the course concerned is not less than a B or
3.0; and
(c)
The course applie d for transfer of credit must be a course from a programme of
study that is at same level as the Degree programme of study.
Exemption of Credit
18.
(1)
Exemption of Credit means the exemption from the registratio n and follo wing of a course
prescrib ed for the Degree programme of study as may be approved by the Senate. The
approval for exemption of credit is subject to among others the followin g conditio ns:
(a)
The course for which exemption of credit is applied has been taken prior to his
admission to the Degree programme of study;
(b)
The course for which exemption of credit is applie d has an overla p of at le ast
seventy-five percentage with the course offered at the University;
46
(c)
The grade or grade point obtained for the course concerned is not less than a B or
3.0; and
(d)
The course for which exemption of credit is applied must be a course under a
programme of study that is at same level as the degree programme of study.
(2)
A course approved for exemption of credit shall be given Grade K and the credit shall not be
taken into account in the calculatio n of the GPA and CGPA.
(3)
In special circumstances, the course not approved for transfer of credit may be considered
for exemption of credit subject to the conditions under subregulation (1).
Application for Transfer and Exemption of Credit

19.
(1)
An applicatio n for transfer and exemption of credit shall be made using the prescrib ed forms
that may be obtain ed at the respective Faculty. The completed form shall be submitted to
the Dean of the Faculty not later than the Friday of the second week of lectures of the
Normal Semester together with
(a)
payment of the prescribed process fees. The fees are not refundable;
(b)
The syllabus and marking scheme for the course for which transfer or exemption
of credit is bein g applied; and
(c)
a copy of the transcript.
(2)
The maximum total of credit that can be transferred or exempted shall not be more than
one-third of the credit of the course component of the Degree programme of study.
(3)
A candidate shall be info rmed in writing of the result of his application for transfer or
exemption of credit.
PART VI
SUPER VISION
Supervision and Progress of Candidature

20.
(1)
The Faculty shall appoint a supervisor fo r a candidate of a Degree programme of study by

way of research and for a candidate who is undertakin g a research component in a Degree
programme of study by coursework and research. For a candidate who requires more than
one supervisor, the Faculty may appoin t such number of additional supervisors as may be
thought fit and each additio nal supervisor shall have equal status. The supervisor shall carry
out his role and responsibilities as may be determined by the University.
(2)
An Adjunct Professor of the University, a visiting lecturer, a post-doctoral researcher or a

research fello w
may be appointed by the Faculty as a supervisor of a candidate
provid ed that an additio nal supervisor is appoin ted
from among the academic staff
of the University to supervise the candid ate together.
(3)
The Faculty may appoint a co-supervisor for any candidate .
(4)
A Faculty may appoin t a consultant for any candidate.

47
(5)
A supervisor, co-supervisor (if any) and consulta nt (if any) shall be appoin ted before the
initial registration of the candidate or at any time as may be required. The Faculty has the
right to add, reduce or change any supervisor, co-supervisor or consultant from time to time
as may be thought fit by the Faculty.
(6)
A candid ate by coursework and research and by research shall submit a progress report of
his research at the end of each semester to his supervisor in accordance with the prescrib ed
procedure. Based on the above report, the supervisor, co-supervisor and consultant shall
assess the progress of the research and submit the assessment in accordance with the
prescrib ed procedure.
(7)
A candidate whose progress is satisfactory shall contin ue with his candid ature. The Faculty
shall terminate the candid ature of a candidate whose progress is not satisfactory for three
consecutive semesters.
(8)
A candidate who fails to submit his progress report within the stipulated period shall be
barred from registerin g for the followin g semester.
PART VII
DISSERTATION OR RESEARCH R EPORT
Determination of Field of Research and Title of Dissertation and Research Report

21.
(1)
(2)
For a Masters degree programme other than a Clinical Masters degree:

(a)
The Faculty shall approve the field of research for a dissertation or a research
report before the candid ate commences his research.
(b)
The title of the research report shall be submitted to the Faculty for approval not
later than a month befo re the candidate submits his research report for
examination.
(c)
The title of the dissertation shall be submitted to the Faculty for approval at the
time the candid ate gives notice of submission of dissertatio n under regulatio n 23
of these Regula tions.
For the Clin ical Masters degree, the department responsib le for the candidates programme
of study shall determine the candidates field of research and matters rela ting thereto.
Language
22.
The dissertation or research report shall be written in Bahasa Malaysia or the English la nguage. In
special circumstances, the Senate may approve a language other Bahasa Mala ysia or the English
language for a disserta tion or research report.
Submission
23.
A candid ate shall submit his disserta tion or research report for examination with in theperio d of his
candid ature. The perio d taken for an examinatio n of a dissertation and any perio d given for corrections
of or fu rther work for the dissertation as be required by the Committee of Examiners shall not be
regarded as part of the maximum perio d of the candid ates candidature.
48
(1)
Dissertation
(a)
A candidate shall give at least three months written notice to the Faculty before
submitting his dissertation for examination.
(b)
The word limit for the dissertatio n is as follo ws:

(i)
A dissertation by way of coursework and research shall not exceed forty

thousand words; and
(ii)
A dissertation by way of research shall not exceed sixty thousand words.
(c)
A candidate who wishes to exceed the specifie d word limit shall apply to the
Senate through the Faculty at least three months before submission of his
dissertatio n for examination, with reasons for his inability to adhere to the specified
length .
(c)
A candid ate shall submit at least five copie s of his dissertation or such number as
may be determined by the Faculty in a print format for examination. The candidate
may be requeste d by th e Faculty to submit an ele ctronic copy of his dissertatio n,
where needed.
(d)
The disserta tion shall be

(i)
prefaced by
(A)
a decla ration of orig inality of writin g in a format prescrib ed by

the University; and
(B)
an abstract not exceeding five hundred words in Bahasa
Malaysia and in the English language. Where the disserta tion is in a
language other than Bahasa Malaysia or the English la nguage, an
abstract in that la nguage shall also be in serted.
(e)
(ii)
typed with double spacin g and printe d on A4 size paper, except or

drawin gs or maps for which there is no size limitation. A margin of 4
centimetres shall be left on the left-hand side; and
(iii)
bound in soft cover of red rexine colo ur with the title or an

abbrevia tion thereof and the name of the author prin ted in block le tters
on spin e and on the front cover.
After the dissertation has been examined and a final decision has been made
regardin g the candidates dissertation, the candidate shall submit to the
University
(i)
three copies of the disserta tion in prin t format and hard bound in red
rexine with the title or an abbreviate d title and name of the author prin ted
in block le tters on the spine and the front cover; and
(ii)
an ele ctronic copy in a specified format.
49
(2)
(3)
Research Report
(a)
A candidate shall give notice of submission of research report within the perio d
stipulated by the Faculty for the programme of study concerned.
(b)
The research report shall not exceed thirty thousand words.
(c)
A candidate who wishes to exceed the specified word limit shall apply to the
Senate through the Faculty at least three months before submission of his
research report for examinatio n, with reasons for his inability to adhere to the
specified length.
(d)
The format and number of copies of a research report to be submitted for

examination shall be as specified by the Faculty for the programme of study
concerned.
(e)
After the research report has been examined and a final result has been made,
the candidate shall submit to the Faculty
(i)
three copies of the research report in a print format and bound in navy
blue hard cover with the title or abbrevia ted title and the name of the
author prin ted in blo ck letters on the spine and front cover; and
(ii)
an ele ctronic copy in a specified format.
Notwithstandin g the provisions of subregulations (1)(b) and (2)(b), the follo win g are not
included in the word limit:
(a)
Footnote s or endnotes, appendices, tables and dia grams; and
(b)
Reproductio n or translatio n of any text. In any event, the candidates comments or

criticisms on the text shall be subject to the word limit.
(4)
A candid ate shall not submit as his disserta tion or research report any work inclu din g ideas,
writings, data or any creatio n of another person or work that has been submitted for a
degree in this University or any other university or in stitution, but he shall not be precluded
from incorporating any part of such work into his dissertatio n or research report provided
that he in dicates clearly in his dissertation or research report that part of the work that has
been incorporated into his disserta tion or research report.
(5)
A candidate may include in to his dissertation or research report any research output that has
been prin ted and published wheth er individ ually or jointly. A joint work must be accompanied
by a statement that clearly states the candidate s contrib utio n to the work.
(6)
Prohibitio n again st plagiarism

(a)
A candidate cannot pla gia rise any idea, writing, data or creation of another person.
(b)
For the purpose of this subregula tion and subregulatio n (7), plagiarism includes
(i)
any act of taking any idea, writing, data or creatio n of another person
and claiming that the id ea, writing, data or creation is his own finding or
creation;
50
(ii)
(c)
(7)
an act or an attempt to project in any form whatsoever, that he is the

original source or creator of any id ea, writing, data or creatio n th at in
actual fact was taken from a number of other different sources.
without prejudice to subregula tion (b), a candid ate shall be deemed to have
plagiarised when
(i)
he publishes, as the sole author, an abstract, article , scientific or

academic paper, or book which is wholly or partly written by other
persons.;
(ii)
he join s or allows himself to be jo ined as co-auth or of an abstract,

article, scientific or academic paper, or book, where he does not make
any contrib utio n to the writing of the abstract, article , scientific or
academic paper, or book;
(iii)
forces anoth er person to inclu de his name in a list of publication for a

specific research proje ct or in a list of join t publication where he does not
make any contrib utio n which would qualify him to be a jo int researcher
or author;
(iv)
extracts academic data which is the result of research conducted by

other persons, such as laborato ry findin gs or field work, or data obtain ed
through lib rary research, whether published or unpublished, and
combines the said data as part of his academic research with out proper
acknowle dgement of the source;
(v)
Uses research data obtain ed through the join t effort with other persons,
whether or not such persons are staff members or students of the
University as part of another academic research, or for publication in his
own name as the sole author, without obtain ing the permission of his coresearchers before commencing his own personal research or
publishin g the data;
(vi)
Copie s the idea or creation of anoth er person which is kept in any fo rm,
whether written, prin ted or electronic, or in the form of slides or in any
form whatsoever for in struction, or research equipment or any other form
and cla im directly or indirectly that he is the creator of the idea or the
creation.
(vii)
Transla tes the writing or creation of another person from one language
to another, wholly or in part, and subsequently presentin g the translation
in any form or manner as its writer or as his own creatio n;
(viii)
Extracts idea from a writing or creatio n of another person and modifies

without refe rence to the original source and re-arranges the id ea as
though he is the creato r of the ideas.
A candid ate found to have pla gia rised his dissertation or research report may be subje ct to
action under the University of Malaya (Discip lin e of Students) Rules 1999.
51
(8)
Any dissertation or research report submitted for examinatio n shall be in accordance with
the regula tions and procedures as provid ed under these Regulatio ns or these Regulations
as amended from time to ti me. The Dean of the Faculty may reject any dissertation or
research report which has not been submitted in accordance with the prescrib ed regulations
and procedures.
(9)
Any dissertation or research report or any part thereof which has been passed and
subsequently published, shall contain a statement clearly stating that it had been submitted f
or a Masters degree of the University. Throughout his candidatu re, the candid ate is
encouraged, with the consent of his supervisor, to publish his research findings, on condition
that proper reference is made to the University in the publication.
(10)
With the exception of the in tellectu al property rig hts which shall be subje ct to th e intellectual
property policy of the University, the property rights in any dissertation or research report,
whether passed or not, for the award of a degree shall vest in and remain vested in the
University.
PART VIII
EXAMINATION S
Number and Scope of Examinations

24.
(1)
The number and scope of examinatio ns made under these Regulatio ns shall be as
approved by the Senate on the recommendation of the Faculty.
(2)
The examination in any programme of study shall inclu de written tests, orals, practical and
clinical, in any form whatsoever and any other assessment methods as may be approved by
the Senate on the recommendation of the Faculty.
(3)
The Committee of Examiners may at its own discretion require any candid ate to sit for any
supple mentary examinations as may be deemed necessary for the assessment of his
programme of study.
Committee of Examiners
25.
There shall be at least one Committee of Examiners for each examination or part thereof for any
Masters Degree programme.
Programme of Study by Coursework/Clinical Coursework

26.
(1)
The membership of a Committee of Examiners shall be as follo ws

(a)
The Dean of the Faculty as the Chairman;
(b)
The Chairman of the Facultys Higher Degrees Committee or, in a Faculty where
the Deputy Dean responsible for matters rela ting to the Facultys Masters degree
programme is not the Chairman of the Facultys Higher Degrees Committee, the
Deputy Dean concerned;
(c)
The Head of Department concerned;
52
(d)
the co-ordinator of the field concerned who is responsib le for any course or
programme of study not within the Department/Faculty;
(e)
the exte rnal examiner concerned; and
(f)
any Internal Examiner who is either a full-time teacher or any other person
appointe d by the Faculty.
(2)
The quorum for any meetin g of a Committee of Examiners shall be the Chairman and one
third of the membership of the Committee of Examiners. In the case of a programme by
clinical coursework, the quorum shall be at least three members including the Chairman.
(3)
A part-time teacher of the University may be invited to attend a meeting of the Committee of
Examiners.
(4)
In the case of an emergency, the Vice-Chancello r may appoin t any full-time teacher of the
University as a member of any Committee of Examiners provid ed that such appointment
shall be reported to the Senate as soon as possib le .
(5)
The functions of a Committee of Examiners are as follows:
(6)
(a)
to consider the examinatio n results in accordance with the Marking Scheme as

provid ed and to determine the candidates who have passed or faile d in an
examination. Where distin ction may be awarded, the Committee of Examiners
shall determine the candidates who may receive or be recommended for such
award;
(b)
to recommend to the Faculty and the Senate where applicable , that candidates
who have failed the examinatio n in any course be permitted to repeat the course
and to sit again for an examinatio n for the course or not be permitted to sit again
for the examination and/o r not be readmitted to the Masters degree programme
concerned; and
(c)
to report to the Senate on any matters rela ting to the standard and/o r th e conduct
of any examinatio n.
The Senate may amend from ti me to ti me the rules rela ting to the membership and functions
of the Committee of Examiners.

27.
(1)
The membership of a Committee of Examiners shall be as follo ws

(a)
The Dean of the Faculty as Chairman;
(b)
The chairman of the Facultys Hig her Degrees Committee or, in a Faculty where
the Deputy Dean responsible for matters rela ting to the Facultys Masters degree
programme is not the chairman of the Facultys Higher Degrees Committee, the
Deputy Dean concerned;
(c)
a Professor appointed by the Faculty;
(d)
The Head of Department/programme coordinator of the Faculty; and

53
(e)
two examiners who are experts in the field concerned appointe d by the Faculty.
The examiners concerned may be th e In ternal or the External Examiner. As far as
possible , at least one of the examiners shall be an external examiner.
(2)
Where the Dean of the Faculty is fo r some reason or other, unable to discharge his duty as
the Chairman of the Committee of Examiners or he is the supervisor or examiner of the
candid ates disserta tion, a professor or the Deputy Dean responsible for graduate
matters may discharge the functions of the Dean as the Chairman of the Committee
of Examiners.
(3)
Where the Dean of the Faculty or the chairman of the Higher Degrees Committee or the
Deputy Dean responsib le for th e Masters degree programme or the Head of Department or
programme Co-ordin ator is the supervisor for the candidate concerned, he shall attend the
meeting of the Committee of Examiners by invita tion and not as a member of the
Committee of Examiners.
(4)
Members of a Committee of Examiners shall not delegate any powers to any person who is
not a member of the Committee of Examiners to represent him at any meeting of the
Committee of Examiners except with the written consent of the Vice- Chancello r.
(5)
The Registrar or his representative shall be the secretary of meetings of the Committee of
Examiners.
(6)
The quorum for any meeting of a Committee of Examiners shall be at least three persons
including one examiner.
(7)
The supervisor shall be invited to attend a meeting of the Committee of Examiners to give
his views on matters under discussio n but he has no rig ht o participate in the evalu ation or
any decision of the candidates dissertation.
(8)
The functions of a Committee of Examiners are as follows:

(a)
in respect of an examination for a dissertation, to consid er the examiners reports

on the candidates dissertation, and to make a decision regardin g the level of
achievement of the dissertation.
(b)
In certain circumstances, the Committee of Examiners may conduct a viva voce

examination and/or oth er tests as may be deemed appropria te; and
(c)
To report to the Senate on any matter concernin g th e standard and/o r th e conduct

of the examinatio n.
(9)
The Senate may amend from time to time the membership and functions of the Committee
of Examiners.
(10)
If an emergency occurs, the Vice-Chancellor may appoin t any full-time teacher of the
University as a member of a Committee of Examiners on condition the appoin tment is
reported to the Senate as soon as possible.
54

28.
(1)
There shall be a separate Committee of Examiners for the coursework component and the
research component.
(2)
The provisions of regulatio n 26 and regula tion 27 shall apply muta tis mutandis to the
Committee of Examiners for the programme of study by Coursework and Research.
External Examiner
29.
The appointment of an external examiner for the Degree programme of study is as follows:
(1)
(2)
Masters Degree by Coursework/Clinical Coursework

(a)
At least one external examiner for each Masters programme by Coursework and
Masters programme by Clinical Coursework.
(b)
The term of appointment of an external examiner for the Masters programme by

Coursework is three academic sessions.
(c)
An external examiner appoin ted for any Masters programme by Coursework or

any course component for any Masters programme by Coursework and Research
shall
(i)
examine and assess the examinatio n question paper and answer scripts
and report his comments/recommendatio ns to the Dean of the Faculty
concerned.
(ii)
where required in his letter of appointment, to visit the Faculty for a

perio d as may be determined by the Dean concerned to meet with the
teachers and candidates of th e Masters degree programmeme in the
Faculty, to review the teachin g and research facilitie s, assess the
quality of the examinatio ns, attend the meeting of the Committee of
Examiners and if needed, conduct a seminar for teachers and
candid ates of the Masters degree programme at the Faculty; and
(iii)
study and assess in general, the structure and curriculu m of the Masters
degree programme and submit a report to the Vice- Chancellor and the
Dean of the Faculty.
Masters Degree by Research

(a)
As far as possib le, an exte rnal examiner is appointed to examine the dissertation
of a candid ate for a Masters degree programme by Research.
(b)
An external examiner shall normally be appointed from amongst academics

outside the University who is qualified, experienced and in possession of the
expertise in th e candid ates field of research. In special circumstances, an expert
in the rele vant field from outside the University who is not an academic may be
appointe d as an external examiner.
(c)
An external examiner appoin ted shall not possess any consanguineous

relatio nship with the candidate.
55
(3)
(d)
An Emeritus Professor or an Adjunct Professor of the University shall not be

appointe d as an external examiner.
(e)
Subject to paragraph (2)(b), a former full-time teacher of the University may be

appointe d as an external examiner provid ed that he has left the service of the
University for a period of not le ss than five years from his date of appoin tment as
an external examiner.
(f)
A graduate of the University who was a former student of a candidates supervisor

may be appoin ted as an external examiner provided th at he has completed his
studies at the University not less than five years from the date of his appointment
as an external examiner.
(g)
In the case of an emergency, the Vice-Chancello r may appoint an external

examiner to examine the dissertation of a candidate provided th at such
appointment shall be reported by the Faculty to the Senate as soon as possible .
(h)
An external examiner appoin ted to examine the dissertation of a candidate shall

submit his report in the prescribed format not later than two months from the date
the disserta tion is sent to him. The Faculty shall recommend to the Senate to
substitute an external examiner who fails to discharge his dutie s satisfactorily with
another external examiner.
Masters Degree by Coursework and Research The appoin tment of an external examiner
for the coursework component shall be as provid ed under subregula tion (1) and the
appointment of an external examiner for the research component shall be as provided under
subregulation (2).
Internal Examiner
30.
(1)
Subject to subregulation (4) belo w, the Faculty shall appoint

(a)
a full-time or part-time teacher of the University as an Internal Examiner for the

coursework component; and
(b)
a full-time teacher of the University to examine the dissertatio n of a candid ate.
(2)
An Internal Examiner appointed to examine the dissertation of a candid ate shall possess the
qualifications, experience and expertise relate d to the candid ates field of research.
(3)
A part-time teacher of the University who has any consanguinity ties with the candidate shall
not be appointed to be the Internal Examiner to examine the candid ates dissertatio n. In
certain circumstances, a full-time teacher of the University with consanguinity ties with the
candid ate shall not be appointed the Internal Examiner to examine the dissertation of the
candid ate except with the approval of the Senate .
(4)
A tutor shall not be appoin ted as an examiner to examine any course, dissertation or
research report for any Masters degree programme. However, a tutor may with th e consent
and supervision of the course examiner, assist in the marking of answer scrip ts for that
course. For this purpose, answer scrip t refers to any written or prin ted output
other than a dissertatio n or research report, submitted by a candid ate in fulfillment of the
course requirements of his Masters degree programme.
56
(5)
In the case of an emergency, the Dean of the Faculty may appoin t an Internal Examiner to
examine any course provid ed that th e appoin tment shall be reported to the Faculty as soon
as possible.
(6)
The Inte rnal Examiner appointed to examine the dissertation of any candid ate shall prepare
and submit a report in the prescrib ed format not later than two months from the date the
dissertatio n is sent to him. The Faculty may substitute an Inte rnal Examiner who has not
performed his dutie s satisfactorily with anoth er Internal Examiner.
Consultant
31.
Where a consultant is appointed to assist in the supervisio n of any candidate, the Faculty shall require
the consultant to prepare and submit a report on the dissertatio n. The consulta nts report shall be
tabled at the meeting of the Committee of Examiners for the examination of the candidate.
Examination Assessment for a Programme of Study by Coursework

32.
(1)
The method of assessment for a course shall be as follo ws:

(a)
The method of assessment for a course depends on the learning outcomes and
course content. The contrib utory ratio or weig htage of an assessment method in
the final total marks for a course shall be dete rmined by the Faculty and shall be
approved by the Senate.
(b)
Class Attendance
(c)
(i)
A candid ate must attend all cla sses. It is the responsibility of each
teacher to inform the candid ate of the consequences of nonattendances
in class. It is the responsib ility of th e candidate to ensure that the
teacher is informed early of his non-attendance. The teacher is
required to keep a record of cla ss attendance and to in form on any nonattendance exceeding twenty percentage to the office of the Dean of the
Faculty.
(ii)
Any candidate who has less than eighty percentage class attendance for
any course in a semester with out acceptable reasonable cause or
without obtain in g prio r consent of the teacher concerned may be barred
from taking the final examination for the course concerned in that
semester by the Dean of the Faculty. Where a candid ate is barred from
taking the final examination for any course in a semester, he shall be
informed in writing by the Dean at least one week befo re the
commencement of the semester examinations concerned.
(iii)
Any candidate who is barred from taking the final examinatio n for any
course in a semester shall be given zero mark for the final examination
for the course concerned.
Marking Scheme
(i)
The examination assessment for the coursework component shall be

based on the following markin g scheme:
57
(ii)
Marks
Grade
Grade Point
Meaning
80-100
4.00
Excelle nt
75-79
A-
3.00
70-74
B+
3.30
65-69
3.00
60-64
B-
2.70
55-59
C+
2.30
50-54
2.00
45-49
C-
1.70
40-44
D+
1.50
35-39
1.00
<35
0.00
Pass
Conditional Pass
Fail
Grade I is given when

(A)
a candid ate does not take the final examination for any course
in a semester on medical or compassionate grounds and the
grade is recommended by the Committee of Examiners
concerned; or
(B)
a portion of the course requirement has not been completed

for reasons outside the control of the candidate that are
acceptable to the Committee of Examiners concerned.
In situation (A), the candid ate may either

(aa)
sit for a special examination for the course concerned which is

to be held at least one week after the decisio n of the
Committee of Examiners concerned. In certa in circumstances,
the Dean of the Faculty may allow the date of the specia l
examination to be postponed to a date before the
commencement of the following semester; or
(bb)
sit for an examination for the course concerned when offered

in the earlie st followin g semester without being required to
follow the said course again. No fees shall be imposed fo r the
registration of the said course and the credit will not be taken
into account in the number of credit that can be registered in a
semester.
58
In situation (B), the candid ate may either
(iii)
(aa)
complete the portio n of the course concerned no later than

four weeks from the date of the orig inal examination fo r the
course concerned, or four weeks from the last date of the
examination week, for a course which has no final semester
examination, or within any perio d as may be dete rmined by the
Committee of Examiners; or
(bb)
complete the portion of the course requirement at the earlie st

opportunity in the follo wing semester. The candid ate shall
register to follow the course concerned when offered in the
earliest following semester. No fees shall be imposed for the
registration of the course concerned and the credit will not be
taken into account in the number of credit that can be
registered in a semester.
A candidate shall be given zero mark for the final

examination or for the portion of the course
requirement concerned where
(A)
he does not register and sit for the final examination for the
course concerned when the course is offered in the earlie st
followin g semester; or
(B)
(iv)
he does not complete the portion of the course requirement at

the earliest opportunity in the following semester,
wherever applicable.
The marks obtain ed for the final examination or after the comple tion of
the portio n of the course requirement concerned shall be added to the
marks for the course that is given a Grade I to obtain the actu al grade
obtain ed for the course concerned.
(v)
A candidate given a Grade I shall not be permitted

to repeat the course under any circumstances until
the Grade I is dropped.
(vi)
Apart from the grades as shown in the Markin g

Scheme and under subregulation (i) and Grade I in
subregulation (ii), the followin g grades may be
given to a candidate for the courses for which he has
followed:
(A)
Grade K, for a course for which credit exemption has been

approved.
(B)
Grade P, for any course conducted over

more one semester.
(C)
Grade S, for any course for which the

performance of a candid ate is graded as
satisfactory.
59
(d)
(D)
Grade U, for any course for which the

performance of a candid ate is graded as
unsatisfactory.
(E)
Grade R, any course for which a candidate

is registered for auditing only. No credit is
given for this grade.
(F)
Grade W, where a candidate has

withdrawn officially from a course in any
semester.
(G)
Grade W1, where a candidate withdraws officially from any

semester.
(H)
Grade W2, where a candidate withdraws

officially from the University.
Determinatio n of academic performance

(i)
The academic perfo rmance of a candid ate in any semester shall be

indicated by the GPA and CGPA. The GPA is determined by divid ing
the total grade poin ts obtain ed by the total number of credits taken in
that semester.
Below is an example of how the GPA is determined:
Course
Grade
Grade
Point
Credit
Credit
X
Grade Point
K1
4.0
4 X 4 = 16.0
K2
C+
2.3
3 X 2.3 = 6.9
K3
0.0
3 X 0.0 = 0.0
K4
2.0
3 X 2.0 = 6.0
13
28.9
Total
CGA
= 28.9
13
= 2.22
The CGPA is determined by divid ing the tota l grade points obtained with
the total credits taken from the first semester to the current semester.
(ii)
The grade poin ts and credits obtained for courses registered in

any semester shall be in cluded in the calculation in the GPA
and CGPA for that semester.
60
(e)
(iii)
The credit for a course with Grades C-, D+, D or F shall be inclu ded
in the calculation of the GPA and CGPA for the semester concerned. A
course with any of those grades will not be given any credit value.
(iv)
Grades I or P for any course shall be taken into account in

determinin g the GPA and CGPA when the final grade for the course is
obtain ed in the follo win g semester concerned.
(v)
Grades K, R, S, U, W, W1 and W2 shall not be taken into account in

the determination of the CGA and CGPA.
(vi)
Credit valu es shall be given for any course with Grades A, A-, B+, B,
B-, C+, C, K and S. No credit value shall be given for any course with
Grades C-, D+, D, F, R, U, W, W1 and W2. For any course that requires
at least a Grade B to pass, the credit value will be given when the
candid ate has achieved at le ast a Grade B for the course concerned.
Courses with Grades I and P shall be given credit hour valu es when the
final grades other than Grades C-, D+, D, F or U for the course has been
obtain ed in the follo win g semester.
(vii)
Where a candid ate repeats any course, the marks and grade taken
into account in the determination of th e CGPA shall be the better marks
and grades obtained by him.
(viii)
Any candidate who has been found guilty under Rule

6 or Rule 8
of the University of Malaya (Discipline of Students) Rule s 1999
and on whom punishment has been imposed under the said
Rules shall be given zero mark for the answer script concerned unless
otherwise decided by the Senate.
Minimum requirements of study

(i)
To fulfil the minimum requirements of study at the University, a

candid ate must obtain a GPA and CGPA of not less than 3.00 in every
semester until the comple tion of his studies.
(ii)
The Faculty shall determine befo re the first semester in any academic
session and in form the candidate early, the courses for which it is
compulsory to pass with specific minimum grades.
(iii)
For any courses for which it is compulsory to pass with a specific

minimum grade, a candid ate shall repeat any course with a grade less
than the minimum grade so as to obtain the required minimum grade
within the maximum period of his candidature. A candidate who obtain s
a grade le ss than the minimum pass grade after three attempts for a
course for which it is required to obtain shall be terminate d from his
programme of study.
(iv)
Subject to the provisions of subregulatio ns (ii) and (iii) and the

maximum period of his candidatu re, a candid ate with a CGPA of 3.00
and above in any semester
61
(v)
(f)
(2)
(A)
may maintain the Grades B-, C+ or C obtain ed for any course

and shall be deemed to have passed that course; or
(B)
may repeat to improve the Grade obtained for any course.
A candidate with a CGPA of less than 3.00 in any semester

(A)
cannot maintain the Grades B-, C+ or C obta ined in any

course until he has achie ved a CGPA of 3.00 and above in
any of the follo wing semesters; and
(B)
may repeat any course in any of the following semesters

to improve his CGPA to 3.00 and above subje ct to the
structure of the programme of study and the maximum
perio d of his candid ature.
Academic Probationary Perio d

(i)
Any candidate with a GPA below 3.00 in any semester shall be

given Probatio n and pla ced under an Academic Probationary
Period in the follo wing normal semester. The Period shall continue
until the candid ate has achieved a GPA of 3.00.
(ii)
When a candidate has been pla ced under an Academic

Probationary Period in any semester, the Dean of the Faculty
shall issue a warning to the candid ate and in form him of the
status of his progress. The warnin g must contain a clear
statement of what is deemed as satisfactory progress and
what the candid ate is required to do to achieve it.
Failed and Terminate d

(a)
A candidate may be terminated from his programme of study if (i)
he does not achieve, after three attempts, at least the minimum pass
grade for the course for which the Faculty has made compulsory to
obtain in order to pass; ;
(ii)
he has obtain ed a GPA of less than 3.00 but more than 2.00 for three
consecutive Normal Semesters.
(iii)
he has obtain ed a GPA of less than 2.00 in two consecutive Normal

Semesters.
(b)
Any candid ate readmitted after having faile d and terminated and obtain s an
academic performance which is less than satisfactory and is deemed as failed and
terminated under th ese regula tions, may be terminate d from his programme of
study.
(c)
Where a candid ate is terminated from his programme of study, the

notice of terminatio n shall be sent by the Dean of the Faculty with which the
candid ate is registered for his programme of study.
62
(3)
Special examination
Apart from a specia l examination fo r the purpose of substituting Grade I as permitted by a
Committee of Examiners, the Senate may upon the recommendation of the Faculty
concerned, approve a specia l examination for a candidate who is not able to sit for the
examination of a course for extraordinary reasons. The candidate approved to sit for a
special examinatio n shall sit for the examination before the second week of the follo win g
semester.
(4)
Management of marks and grades

(a)
After the final examinatio n for any course at the end of each semester, the
examiner shall submit the marks and grades for the course to the Dean of the
Faculty or the Head of Department where the candidate is registered for his
programme of study, as the case may be, who shall check and decide whether the
grades need to be re-assessed. The origin al marks and grades and, where
applicable, the marks and grades from the re assessment shall be discussed at
the departmental le vel to obtain the final marks and grades which shall then be
reported to the Committee of Examiners through the Dean. The final marks and
grades shall be as approved by the Committee of Examiners concerned.
(b)
The final grade for any course after the final examinations at the end of each
semester shall be displayed by the Faculty on the Faculty notice board.
(c)
The Institute of Graduate Studies or such centre as may be determined by the

University shall be responsib le for keeping the official records and for issuing to
each candid ate
(i)
the examinatio n results for his programme of study; and
(ii)
his academic transcript upon completion of his programme

of study.
Examination Assessment for a Programme of Study by Research

33.
(1)
The method of assessment shall be as follows:

(a)
The method of assessment for a programme of study by Research shall be by

way of the examinatio n of the dissertation and a viva voce (if needed) with regard
with the dissertation.
(b)
A dissertation shall be examined, assessed and recommended by each examiner

whether
(i)
to be awarded a Pass with Distinction, Pass or Fail;
(ii)
to be referred back for corrections without a re-ex aminatio n; or
(iii)
to be referred for further work and re-submitted for a reexaminatio n.
(c)
No marks or grades shall be given in the examination of a dissertation.
(d)
A candidate may be required by a Committee of Examiners to attend a

63
viva voce with regard to his dissertation.

(e)
The Committee of Examiners shall determine the method of conducting the viva
voce with regard to the dissertation of a candidate.
(f)
The Committee of Examiners may, if needed, invite a teacher of the University

who is experie nced and possesses the expertise in relation to the field of the
candid ates research, to attend the meeting of the Committee of Examiners and
the viva voce of the candid ate.
(g)
The Committee of Examiners shall after consid ering the reports of the examiners,
the disserta tion of the candidate and viva voce (if any), decid e and recommend
that the candidate
(h)
(i)
be confe rred a Masters degree with Distinctio n subject to the condition

as provid ed under regulatio n 45(2); or
(ii)
has achie ved sufficient merit to be confe rred a Degree without any
correctio ns; or
(iii)
has achieved sufficient merit to be conferred a degree subject to the

candid ate making minor correctio ns as proposed by the examiners
within a period not exceedin g three months and verifie d by the
supervisor; or
(iv)
has achie ved sufficient merit to be confe rred a degree subje ct to the
candid ate making major corrections as proposed by the examiners
within a perio d not exceeding six months and verified by the Internal
Examiner;
(v)
is required to conduct further research and submit his dissertation for reexamination over a period between six to twelve months from the date of
the decisio n of the Senate; or
(vi)
has not achie ved academic merit and recommend to the Senate that the
candid ate has faile d in the examinatio n of the dissertatio n and is not
permitted to submit his dissertatio n for re-examination.
Notwithstanding the provisio ns of subparagraph (v), further work for a period

exceeding twelve months shall be recommended by the Committee of Examiners
in specia l circumstances and based on the reports of the examiners.
(i)
For the purpose of these Regulations further work means revisio ns to

and re-writing of the dissertatio n in cluding further research on the topic
of the dissertatio n. Re-examinatio n means a reassessment of the
dissertatio n by the Committee of Examiners after further work has
been done.
(ii)
A candidate is required to conduct further work may be required by the

Committee of Examiners to attend a viva voce (if needed) regardin g his
dissertatio n for the second time.
64
(i)
(2)
The decisions of the meeting of the Committee of Examiners shall be based on

the reports of the examiners and th e perfo rmance of the candidate at the viva
voce (if any) and as far as possible be arrived at unanimously. Where a decision
cannot be reached, an additional examiner may be appoin ted to assist the
Committee of Examiners to reach a decisio n.
Corrections and re-examination of a disserta tion shall be as follo ws:

(a)
A candidate who is required to make corrections in accordance with subparagraph

(1)(g)(iii) and (1)(g)(iv) above shall submit his dissertation before the end of the
perio d specified for the making of th e corrections. Where th e candidate fa ils to do
so, he shall be deemed to have failed the examination of his dissertation unle ss in
special circumstances, the period has been extended by a perio d not exceeding
ninety days as approved by the Dean of the Faculty.
(b)
A candidate required to conduct further work in accordance with subregulation

(1)(g)(v) above shall submit his dissertation before the end of the period specified
for further work. Where the candidate fails to do so, he shall be deemed to have
failed the examinatio n of his dissertatio n unless an extensio n to the specified
perio d has been approved by the Senate on th e recommendatio n of the
Committee of Examiners. For th e purpose of this paragraph, the extended period
shall commence a day after the end of the specified period for further work.
(c)
A dissertation submitted for re-examination shall be delivered to all the examiners

concerned for re-examination and a new report shall be prepared by each
examiner and submitted to the Committee of Examiners for consid eration.
(d)
The Committee of Examiners concerned shall after consid ering the reports of the
examiners, the dissertatio n of the candid ate and viva voce (if any), decide and
recommend that the dissertation be awarded a Pass or Fail.
(e)
Subject to the provisions of subparagraph (1)(g)(v) above no candid ate shall be

permitted to submit his dissertatio n for re-examination more than once.
(f)
A candidate required to submit his dissertatio n for re-examination shall continue

with his registration as a candid ate and pay the registratio n fees concerned.
Examination Assessment for a Programme of Study by Coursework and Research

34.
(1)
The examination assessment for the coursework component for a Masters degree by
Coursework and Research shall be in accordance with the provisions under regulation 32.
(2)
The examination assessment for the research component for the programme of study for a
Masters Degree by Coursework and Research shall be in accordance with the provisions
under regula tion 33 except for subregula tion 33(1)(g), in which situation the provision belo w
shall apply.
(a)
The Committee of Examiners shall after considering the reports of the examiners,
the dissertation of the candid ate and the viva voce (if any), decide and
recommend that the candid ate:
(i)
Be conferred a Masters degree with Distinction subje ct to the condition

as provid ed under regulatio n 45(3); or
65
(ii)
Has achie ved sufficient academic merit to be conferred a Degree without

any corrections; or
(iii)
Has achie ved sufficient academic merit to be conferred a Degree subject

to the candidate making minor corrections as proposed by the
examiners within a perio d not exceeding three months and verified by
the supervisor and Internal Examiner; or
(iv)
Is required to conduct furth er work and submit the dissertation for a reexamination within a perio d of three to six months from the date of the
Senate; or
(v)
Has not achie ved sufficient academic merit and recommend to the
Senate that the candid ate has faile d in the examination of his
dissertatio n and is not permitted to submit the disserta tion for
reexamination.
Examination Assessment for a Programme of Study by Clinical Coursework

35.
(1)
Marking Scheme
(a)
(b)
(2)
The examination assessment for a Masters degree programme by Clinical

Coursework at the Faculty of Medicine and the Faculty of Dentistry shall be based
on the follo win g Marking Scheme:
Mark
Grade Equivalent
75 and above
A+
Meaning
Pass with Distinction
70-74
Very Good Pass
60-69
Good Pass
50-59
Pass
49 and below
Fail
Absent from examination
Any balance in the calcula tion of marks for each component in the examinatio n
concerned shall be rounded up to the nearest integer.
Apart from the provisions of regula tion 35(1) the oth er regulatio n governing the assessment
for a programme of study by clinical coursework shall be as approved by the Senate on the
recommendation of the Faculty concerned.
Admission as a Candidate for Examination

36.
(1)
A candidate is not permitted to sit for any examination in any course or submit his
dissertatio n for examination for any Masters degree programme unless:
(a)
He has registered as a candid ate for a course or courses as prescrib ed for the
Masters degree programme concerned at the time of the examination or has
66
registered as a candidate for the Masters degree programme concerned at the

time of the submission of his disserta tion for examinatio n, as the case may be;
(b)
He has paid the prescribed fees; and
(c)
Where applicable , the Dean of the Faculty has certified that the candid ate has
attended the course or courses concerned satisfactorily as required.
Withdrawal from Examination

37.
(1)
A candidate who inte nds to withdraw from the examination of any course that he has
registered for in a semester shall submit a written notice giving reasons for the withdrawal
to the Dean of the Faculty at least two weeks before the commencement of the examination
perio d scheduled for that semester.
(2)
No candidate may withdraw from the examination of any course when the perio d of
examination schedule d for the semester concerned has commenced unle ss otherwise
permitted by the Dean of the Faculty on grounds of extraordin ary reasons supporte d by
documentary evidence.
(3)
No candid ate may withdraw from an examination of a dissertatio n where the dissertation
has already been submitted for examination.
(4)
Where a candidate has with drawn from the examination for all the courses for which he has
registered in a semester, that semester shall be counted as part of the maximum period of
his candidature. The Senate may on the recommendatio n of the Faculty approve, on the
basis of extraordinary reasons submitted by the candidate, that the semester concerned
shall not counte d as part of the maximum perio d of the candid ature of the candid ate.
Absence from Examination

38.
(1)
A candidate who has registered and attended a course shall take the examinatio n for that
course if he has not withdrawn or been barred from the examination concerned.
(2)
A candidate who did not take the whole or part of the examination for the course shall notify
the Dean of the Faculty in writing giving reasons for his absence. The letter must be
forwarded within seven days from the date of the examination for the course concerned and
must be accompanied by
(a)
a medical report from a registered medical officer where the absence from an
examination is due to medical reasons; or
(b)
a report from the district officer or government officer concerned where the
reasons for the absence from an examination is due to compassio nate grounds.
(3)
The letter from the candid ate together with the reports as mentioned in subregulations (2)(a)
and (b) above shall be table d at the meetin g of the Committte of Examiners and the
Committee of Examiners shall recommend whether the candid ate should be given a Grade I
or Grade F or a special examination for the course concerned.
(4)
The Committee of Examiners cannot under any circumstances consider any request from a
candid ate who has not sat for the examination of a course after theCommittee of Examiners
has met to determine the results for that course.
67
(5)
A candid ate who falls ill at th e time he is sitting for the examination for a course must report
to the chief invig ila tor or any invig ila tor who shall then arrange for the candid ate to be
examined immediately by the University Student Health Doctor or the University of Malaya
Medical Centre or a Government Hospital. The Doctors report and the report of the chief
invigila tor or th e in vigilator regardin g the in cident shall be fo rwarded as soon as possib le to
the Dean of the Faculty but not later than seven days from the date of the examination for
the course concerned.
(6)
A candidate who did not take the whole or the part of an examination for a course for which
he is registered without reasons acceptable to the Committee of Examiners shall be given a
zero mark for the whole or the part of the course.
(7)
Where the candidate is required by the examiner or the Dean of the Faculty to submit an
assignment or any written work for a course within a specifie d period and where the
candid ate fails to do so, he shall be deemed to have failed the assig nment or writtten
work unle ss the examiner or the Dean of the Faculty has granted an exte nsio n of the
perio d for the submission of the assignment or written work
Conduct of Examinations
39.
(1)
No candid ate may be permitted to present himself for an examinatio n fo r a course la ter than
thirty minutes after th e commencement of the examination for th at course. In specia l
circumstances, the chief invig ilato r may permit a candid ate who arrives later than 30 mintues
to sit for the examination for the course if the chief invigilator is satisfied with the reason and
evidence provid ed by the candid ate. The reason provided by the candidate shall be
recorded by the chie f invigila tor in his examination report and shall be presented together
with the evidence provided by the candid ate at the meeting of the Committee of Examiners.
(2)
A candidate who is late in presenting himself for the examinatio n of a course and who is
permitted to sit for the examination under regulation 39(1) shall not be given any extra time
for the examinatio n.
(3)
No candidate is permitted to leave the examination room until thirty minutes after the
commencement of an examination or fifteen minute s before the end of an examinatio n.
(4)
A candidate who is permitted by the chie f invigilator or in vigilator to le ave the examination
room for a specific reason must be observed from the time he leaves the examinatio n room
until he re-enters the examination room.
(5)
No candidate shall
(a)
take any book, paper, document, picture or any oth er thing in to or out of an
examination room, or receive any book, paper, document, picture or other things
from any other person while in the examination room except that a candidate may,
while he is in th e examinatio n room, receive from the in vigila tor such book, paper,
document, picture or any other thin g which have been recommended by the
examiner or Committee of Examiners, and authorized by the Vice-Chancello r; or
(b)
write or have it written by another person, any information or diagram which may
be rele vant to the examinatio n he is sitting for, on his hand or any other part of his
anatomy, or on his apparel or clo thing; or
68
(c)
communicate with any other candidate or another person during an examination

by whatever means; or
(d)
cheat or attempt to cheat or conduct himself in a manner which can be construed

as cheatin g or attempting to cheat in an examination while the examination is
being conducted.
(6)
No candidate is permitted to smoke in any examination room during an examination.
(7)
The chie f invigila tors and the invigilators shall be appointed from full-time teachers in the
number and for the perio d of the examination as may be required by the Vice-Chancello r or
by an officer authorized by the Vice-Chancellor. A chief invigila tor or in vigilator shall carry
out the invig ila tion duties as prescrib ed.
(8)
A chief invigilator or invig ila tor shall report to the Vice-Chancellor if in the opinion of the chief
invigila tor or the invigila tor, a situatio n has arisen durin g an examinatio n for a course that (a)
(b)
(c)
requires the cancellation or postponement of the examination; or

has caused the examination to be conducted in an improper manner; or
has caused the examination to be unfair to any candidate.
(9)
Where an in cident such as mentioned in subparagraph (8) has been reported, the ViceChancello r can take any action as deemed appropriate in cluding directing that a new
examination be held for the course concerned and where necessary, report his decision to
the Senate.
(10)
Where the Vice-Chancello r has reason to believe that the contents of any examinatio n paper
or any in formation relatin g thereto or work done in relation to an examination may have
become known befo re the date and time of the examination to any person other than the
examiners or the Committee of Examiners or any person given authority by the Registrar, he
can direct a suspension or cancella tion of the examination paper or examinatio n
and repla ce it with a new examinatio n paper or examination
(11)
A candidate who is found to have pla gia rised his assig nments or any written work that is part
of the assessment for a course may be subject to discip lin ary action under th e University of
Malaya (Discipline of Students) Rule s 1999.
Secrecy in Matters rela ting to Examinations

40.
(1)
All matters relating to examinations in cluding the appointment of examiners, examiners

reports and examinatio n marks are confidential and shall not be disclosed to any party.
(2)
It is mandatory for all partie s involved in the management of examinations to sign an

examination letter of undertakin g each time an examinatio n is held
PART IX
GRADUATION
Programme of Study by Coursework

41.
(1)
A candidate shall fulfil the following requirements for the purpose of graduation for a
programme of study by Coursework:
69
(2)
(a)
Achieve a final CGPA of 3.0 and above;
(b)
Complete the number of credit hours as prescrib ed for the Masters degree
programme;
(c)
Fulfil the requirements of the Faculty, if any, with regard to courses that require at
least a grade B to pass; and
(d)
Fulfil the language requirement prescribed for his Masters degree programme.
From the number of credit hours required for graduatio n, at least two-thirds from the total
credit hours obtain ed must be from courses conducted by the University of Malaya.

42.
A candidate shall fulfil the follo wing requirements for the purpose of graduation for a programme of
study by research:
(1)
Achieve a Pass in the examination of his dissertation;
(2)
If conducted or required, pass the viva voce and/o r other tests as may be prescrib ed;
(3)
Fulfil other requirements as prescribed by the Faculty for his Masters degree programme;
(4)
Fulfil the language requirement prescribed for his Masters degree programme;
(5)
Fulfil other requirements approved by the Senate from time to ti me.

43.
A candidate shall fulfil th e requirements prescribed for th e coursework component as provid ed under
regulatio n 41 and for the research component as provided under regula tion 42. A candidate who fails
to fulfil any of the component requirements shall be deemed to have failed.
Programme of Study by Clinical Coursework

44.
A candidate shall fulfil the follo wing requirements for the purpose of graduatio n for a programme of
study by clinical coursework:
(1)
Pass the examinations as prescribed for the Masters degree by Clinical Coursework
programme concerned;
(2)
Fulfil the other requirements as prescrib ed the Faculty, if any for the Masters degree by
Clinical Coursework programme concerned; and
(3)
Fulfil the language requirement, if any, prescribed for the Masters degree by Clinical
Coursework programme concerned.
Award of Degree with Distinction

45.
(1)
Programme of study by Coursework
70
A candidate who has fulfille d the requirements for graduation as provid ed under regulatio n
41 shall be conferred a Masters degree (With Distinctio n) if he
(2)
(a)
has achie ved a final CGPA of 3.7 and above;
(b)
has never faile d any course;
(c)
has never repeated any course for the purpose of improving his grade for the
course throughout the duration of his Masters degree programme; and
(d)
has completed his programme of study within a period not exceedin g four
semesters from the date of the initia l registratio n of the candid ate.

A candidate qualifies to be conferred a Masters Degree with distinctio n if
(3)
(4)
(a)
a distinction is recommended in the reports of all the examiners;
(b)
a distinction is recommended by the Committee of Examiners;
(b)
the dissertatio n was comple ted and submitted by the candidate for examination
within a perio d not exceeding four semesters from the date of the initia l
registration of the candidate; and
(d)
it has never been submitted for any re-examinatio n as provid ed under paragraph
33(1)(g)(v).
Programme of study by Coursework and Research

(a)
A candidate who has fulfilled the requirements for graduatio n for the Masters
degree by Coursework and Research may be confe rred a Masters degree With
Distinction if he fulfils the requirements as provid ed under subregulations (1) and
(2) above for the course and research components respectively.
(b)
Where a candid ate has fulfilled only one of any of the two components mentioned
above for the Masters degree by Coursework and Research, the candidate shall
not qualify to be conferred the Masters degree With Distinction.
Programme of study by clinical coursework

A candidate who has fulfille d the requirements for graduation as provid ed under regulatio n
44 may be conferred a Masters degree With Distinctio n if he fulfils the requirements as
prescrib ed for the Masters degree by Clin ical Coursework programme.
PART X
APPEALS
Appeal to Review Course Examination Results

46.
(1)
A candidate who is not satisfied with the results of his examinatio ns may appeal for a revie w
of his examinatio n results. The appeal shall be made within two weeks from the date of the
71
announcement of the official examination results. For the purpose of this paragraph, the
date of the announcement of the official examination results shall mean the date the
examination results are announced to the candid ate by whatever method or means as
prescrib ed by the University.
(2)
A fee at a prescribed rate shall be imposed for the processin g of the appeal for a revie w of
examination results. The fee is non-refundable regardless of the success or otherwise of the
appeal.
(3)
The appeal should be made on a prescrib ed form that can be obtained from the Institute of
Graduate Studies or such centre as may be determined by the University or the Faculty
concerned. The completed form together with a copy of the receipt of the payment for the
appeal must be forwarded to the Dean of the Faculty.
(4)
The form for an appeal shall not be accepted if it is

(a)
submitted after the perio d mentioned in subregulation (1);
(b)
incomplete; or
(c)
submitted without the payment receipt.
(5)
When an appeal has been received, the Faculty shall request the orig inal examiner of the
course concerned to review the answer script concerned. In special circumstances, the
Dean of the Faculty has the discretion to appoint a new examiner, if needed. The origin al
examiner and the new examiner, where applicable, shall report the findin gs of the revie w to
the Faculty Appeals Committee which shall then consider whether or not to maintain or
amend the marks/grade of the candidate.
(6)
The Faculty Appeals Committee shall be as follo ws

(a)
The Dean of the Faculty as Chairman;
(b)
The Deputy Dean responsib le for higher degrees;
(c)
The Head of Department concerned; and
(d)
The examiner concerned.
(7)
The Committee of Examiners shall forward its recommendations with regards to the appeal
to the Faculty for in formation. The Dean of the Faculty, on the recommendation of the
Faculty, shall forward the appeal of a successful candidate to the Senate for its approval.
(8)
Where the Dean of a Faculty for whate ver reasons is not able to discharge his duties as the
chairman of the Faculty Appeals Committee, the Deputy Dean responsible for graduate
programmes may carry out the Deans duties as the chairman of the Faculty Appeals
Committee.
Appeal to Review Results of Examination of Dissertation

47.
(1)
A candidate who has faile d th e examinatio n fo r his dissertatio n and is not satisfied with the
results may appeal in writin g to the Deputy Vice-Chancello r concerned within a period of six
months from the date of the notificatio n of his examination results.
72
(2)
The candidates appeal will be considered by the Deputy Vice-Chancellor concerned

together with the Dean of th e In stitute of Graduate Studie s or any officer as may be
determined by the University. Where there are no grounds to be consid ered, th e candidate
shall be informed that his appeal has failed. Where there are grounds to be considered, a
special Senate Committee will then review and consid er the candidate s result and forward
its recommendation to the Senate if the committee decides to amend the earlier decision
made by the Committee of Examiners. .
(3)
The members of the specia l Senate Committee shall be as follo ws -
(4)
(a)
The Deputy Vice-Chancellor concerned as Chairman;
(b)
Dean of the Institute of Graduate Studies;
(c)
Two (2) representatives of the Senate appoin ted by the Senate.
A candidate of a degree programme of study by Coursework and Research who has failed
the examinatio n for the course component may appeal for a review of his examinatio n
results as provided under regula tion 46 and for the research component as provided under
subregulations 47(1) and (2).
Appeal by Candidate who has Failed the Examinations for the Coursework or Clinical Coursework and is
Terminated
48.
(1)
A candidate who has faile d the examinations for his coursework or clin ical coursework and
is terminated may appeal to continue his study in writing to the Dean of the Faculty
concerned through the respective head of department, within one month from the date of the
notification of his examination results.
(2)
The candidate s appeal shall not be consid ered if the candid ate has been terminate d for
more than two years from the date of appeal.
(3)
The candidates appeal shall be studied and considered by the Faculty. The Faculty shall
forward its recommendation to the Senate for its approval. .
(4)
Subject to regulatio n (1) above, a candidate whose appeal has been considered before shall
not be re-considered.
Appeal to Activate Candidature

49.
(1)
A candidate whose candidatu re has lapsed due to failu re on his part to renew his
candid ature may submit an appeal to continue with his studie s. The appeal shall be made in
a prescrib ed form that can be obtain ed from the Institute of Graduate Studie s or such centre
as may be determined by the University or Faculty.
(2)
The approval to activate any candid ature may only be given if the lapse in the candid ature is
less than two semesters at any one time, subje ct to there being a balance in the period of
his candidature. The candidate whose appeal has been approved must pay a fine
according to a rate as may be determined by the University.
(3)
An application to activate a candidatu re th at has lapsed for more than two semesters shall
be submitted to the Deputy Vice-Chancello r concerned for approval.
73
Appeal to Extend the Maximum Period of Candidature

50.
(1)
A candidate whose maximum period of candidature is nearing its end but who still needs
time to co mplete his dissertatio n may submit an appeal for an exte nsion of his maximum
perio d of candid ature. The said appeal must be made during the last semester before his
candid ature lapses and must be made using the prescrib ed form which can be obtain ed
from the Institute of Graduate Studie s or any centre as may be determined by the University
or Faculty.
(2)
An exte nsio n of the maximum period of candidature may be granted fo r only one semester
at any one time. Notwithstandin g the provisions of this subregulation, the extension of the
maximum period that can be approved for any candidate shall not be more than two
semesters.
(3)
An applicatio n to extend the maximum period of a candid ature by more than two semesters
shall be submitted to the Deputy Vice-Chancellor concerned for approval.
PART XI
READMISSION TO DEGREE PROGRAMME OF STUD Y
Readmission to Degree Programme of Study

51.
(1)
A candidate who has withdrawn from a degree programme of study may apply to be
considered for admission to the degree programme of study or any other degree programme
of study in the University.
(2)
A candidate whose candidature has lapsed by reason of his failure to renew his candid ature
or the expiry of his maximum perio d of candid ature may apply for readmission to the degree
programme of study subject to the conditions that the field of study is different and he is
supervised by a different supervisor.
(3)
A candidate who has been terminate d from his studies because of failu re in his
examinations or for reasons other than failu re in examinations shall not be readmitted into
the degree programme of study or any other higher degree programme of study of
the University.
PART XII
GENERAL
Power of the Senate

52.
The Senate has the power to make, repeal or amend any regulatio ns governing any degree
programme of study as provid ed under these Regula tions. Any new, repealed or amended regula tions
shall be announced to the candid ate before the commencement of his academic session.
Compliance with the Universities and University Colleges Act 1971, University Statutes, Rules and
Regulations.
53.
Every candid ate shall be subje ct to all the provisio ns under the Universities and University Colleges
Act 1975, the Constitutio n of the University of Malaya, other Statutes, Rules and Regula tions
applicable in the University including the University of Malaya (Discip line of Students) Rules 1999.
74
Auditing Courses
54.
(1)
A candidate may register to audit any course with the approval of the course co-ordin ator
and the Dean of the Faculty concerned.
(2)
The Dean of the Faculty where the candid ate is auditin g a course shall verify that the
candid ate fulfils the minimum requirement of eig hty percentage attendance to qualify the
candid ate for a grade R for the audited course and for recording in his transcript.
(3)
An auditin g candid ate shall not be required to sit for the examination for the course
concerned. Where the candid ate does sit after obtain ing the consent of the Dean of the
Faculty concerned, the actual grade shall be recorded as such but where the candidate
fails, a Grade R shall be recorded in the transcript. Any grade recorded shall not be taken
into account in the calcula tion of the GPA/C GPA.
(4)
In certain circumstances and subject to the conditio ns of the degree programme of study,
the audited course may be accepted as a course that has fulfilled the prerequisite of a
course or a degree programme of study.
Nongraduating Student
55.
The Dean of the Faculty has the power to admit a person as a nongraduating student subject to the
followin g conditio ns:
(1)
not more than one cale ndar year if he is conducting research or not more than one
academic session if he is follo wing a course; and
(2)
the total number of courses that can be taken shall not be more than two thirds of the
maximum number of total credit hours for a candidate of a degree programme of study in
any semester.
Made this by the Senate of the University of Malaya
75
SOFT SKILLS
MASTERS PROGRAMMES
2014/2015 SESSION
76
SOFT SKILLS
INTRODUCTION
In this era of glo balizatio n, hig h academic achievement alone is not enough for graduates to be accepted in to
the job market. Employers have high expectancy of graduate s and given the ever increasin g challe nges in
employment, graduate s not only need academic qualifications but capabilitie s and skills that give valu e-added
and can attract employers. From this aspect, soft skills are seen as critical contrib utors in generatin g holistic
human capital besides in creasing glo bal competitiveness.
The Ministry of Hig her Education has specified seven ele ments of soft skills that graduates should master.
These seven (7) skills are:
(1)
Communication Skills
(2)
Critical thinking and Problem Solving skills
(3)
Teamwork Skills
(4)
Lifelong Learnin g and Information Management
(5)
Entrepreneuria l Skills
(6)
Professional Ethics and Morality
(7)
Leadership Skills
Each element is categorized into two (2) groups, namely:
Soft Skills (must have):

SMH are the skills th at must be mastered by all students in Higher Learnin g In stitutions. If these skills
are absent, the student is regarded as not competent in the element involved.
Soft Skills (good to have) :

SGTH are regarded as generic skills that give valu e-added to th e student. If these skills are mastered
by the student together with the SMH, the student is regarded as having outstanding competency in
the element involved.
CRITERIA OF THE SOFT SKILL ELEM ENTS

1.
COMMUNICATION SKILLS
Communication skills in volve effective communication in Malay and English and are categorized in to eig ht (8)
levels as follo ws:
Course Outcomes:
1.
The ability to deliver an idea with clarity, effectiveness and confid ence, in verbal and written form.
2.
Ability to apply active liste nin g skills and give feedback.
77
2.
3.
The ability to give clear presentations with full confid ence and appropriate to the level of the listener.
4.
The ability to use technolo gy in presentatio ns.
5.
The ability to negotiate and achie ve agreement.
6.
The ability to communicate with communication participants who are of different cultures.
7.
The ability to develop personal communication skills.
8.
The ability to use non-verbal communication.
CRITICAL THINKING AND PROBLEM SOLVIN G SK ILLS
Thinkin g skills and proble m solving skills involve the ability to think in creative, critical, analytic, in novative ways
and the ability to apply understandin g and knowledge to new and unrela ted proble ms. Criteria for th e seven (7)
skill levels of Creative Thin king and Proble m Solving Skills are as follows:
Course Outcomes:
3.
1.
The ability to identify and analyse proble ms in complex and uncertain situations, and make justified
evaluations.
2.
The ability to develo p and improve thin king skills such as clarifyin g, analyzin g and evalu ating
discussions.
3.
Ability to seek ideas and alternative solutions.
4.
Ability to think out of the box.
5.
The ability to make decisions based on solid evidence.
6.
The ability to persevere and give full attentio n to responsibilities given.
7.
The ability to understand and adapt to the new work culture and new environment.
TEAMWORK SKILLS
Teamwork skills involve the ability to cooperate with others from diverse sociocultural backgrounds to achieve
the same goals. The five (5) le vels of teamwork skills are as follo ws:
Course Outcomes:
1.
The ability to develo p good rela tionships, interact with others and work effectively with them to achieve
common objectives.
2.
The ability to understand and play alternate role s as team leader and team member.
3.
The ability to recognize and respect attitudes, behaviors and belie fs of others.
4.
The ability to contrib ute towards planning and facilitatin g group work output.
5.
Taking responsib ility for group decisio ns.

78
4.
LIFELONG LEARNIN G AND INFORMATION MANAGEM ENT
Lifelong learning involves th e students effort in independent acquisitio n of skills and new knowle dge. The th ree
(3) levels of Lifelo ng Learning and Information Management are as follo ws:
Course Outcomes:
5.
1.
The ability to search for and manage rele vant information from varied sources.
2.
The ability to accept new ideas and develop capacity for autonomous le arning.
3.
The ability to expand the inquisitive mind and thir st for knowle dge.
ENTREPR ENEURIAL SKILLS
Entrepreneuria l skills in volve the ability to explo re opportunities and develop risk awareness, creativity and
innovativeness in activities rela ted to busin ess and employment. The four (4) levels of Entrepreneuria l Skills are
as belo w:
Course Outcomes:
6.
1.
Ability to identify busin ess opportunities.
2.
Ability to develo p business plans.
3.
Ability to build, explore and grab business and employment opportu nitie s.
4.
Ability to work independently.
PROFESSIONAL ETH ICS AND M ORALITY
Professional Ethics and Morality involve ability to practice hig h moral standards in professional practice and
social inte raction. Below are the three (3) skill levels for Professional Ethics and Morality:
Course Outcomes:
7.
1.
Ability to understa nd the impact of economy, environment and socio cultural ele ments and professio nal
practice.
2.
Ability to analyse and make decisions to resolve ethics-rela ted problems.
3.
Ability to practise ethical behavior and possessio n of responsibility towards socie ty.
LEADERSHIP SKILLS
Leadership Skills in volve ability to practise le adership qualitie s in various activities. The le vels of Leadership
Skills are as follows:
79
Course Outcomes:
1.
Knowledge of the basic theorie s of leadership .
2.
Ability to lead and manage proje cts.
3.
Ability to understand and pla y alternate roles of team leader and team me mber.
4.
Ability to supervise team members
80
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
Research in
PXGZ 6101
Education
Applications of
Statistics for
PXGZ 6102
Research in
Education
PPGS 6190 Research Report
Theory of
PPGS 6103
Counsell ing
Counsell ing
PPGS 6104
Technique
CT
Critical Thinking and
problem Solving Skills
CS
CREDIT
PPGS 6319 Agency Counselli ng
Marriage and Family

Counsell ing
PPGS 6320
PPGS 6318
PPGS 6329
PPGS 6137
PPGS 6140
PPGS 6139
PPGS 6138
LS
Leadership Skills
Multi Cultural
Counsell ing
Psychology of
Career Development
and Plannin g
Professional
Standards and
Ethics of Counselling
Professional
Experience
(Internship)
Guida nce and
Counsell ing in
Schools
Counsell ing in
Higher Institutions of
Education
EM
KK
Professional
Entrepreneurial Skills Ethics and
Moral
PPGS 6105 Career Counsell ing
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
81
SOFT SKILLS LEVELS
COURSES
CODE
PPGS 6106
PPGS 6107
PPGS 6141
PPGS 6113
TITLE OF
COURSES
Counsell ing
Practicum
Group Gui dance and
Counsell ing
Assessment in
Counsell ing Service
Life-Span
Development
CT
CS
CREDIT
3
3
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
EM
KK
Professional
Moral
1
LS
Leadership Skills
1
82
MASTER OF EDUCATION SOCIOLOGY OF EDUCATION
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
CREDIT
1
PXGZ 6104 Survey Research
Qualitative
PXGZ 6103 Research in
Education
PXGZ 6105 Future Studies
Research in
PXGZ 6101
Education
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
CT
CS
1
PXGZ 6190 Dissertation
40
Ethnography
PAGS 6116 Research in
Education
Interpretation of
PAGS 6103 Sociology of
Education
TS
Team Work Skills
7
LL
Life Long
Learning and
Information
Management
1
2
3
KK
Entrepreneurial Skills
1
LS
Leadership Skills
1
EM
Professional
Ethics and
Moral
83
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
Development
Trend and Issues
PAGS 6346 and Education
Devians,
Delinqu ency and
PAGS 6306 Diciplin e
CT
CS
CREDIT
TS
Team Work Skills
7
LL
Life Long
Learning and
Information
Management
1
2
3
KK
1
EM
Professional
Ethics and
Moral
1
LS
Leadership Skills
1
PAGS 6349
Sociology of
Education :
Comparative
Perspectives
PAGS 6305
Sociology of
Adolescent
Citizenship
PAGS 6330 Education and
Patriotism
PAGS 6315
School, Family
and Community
Morals and Moral

PAGS 6344 Development
Theory
84
MASTER OF EDUCATION SOCIAL SCIENCE E DUCATION

SOFT SKILLS LEVELS
COURSES
CODE
PXGZ 6101
TITLE OF
COURSES
Research in
Education
CREDIT
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
1
LS
Leadership Skills
Qualitative
Education
40
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education

Research in Social
Science
Curriculum Design
PAGS 6114 for Social Science
Education
Development
PAGS 6346 Trend and Issues
and Education
Evaluation of
PAGS 6341 Social Science
Education
PAGS 6115
85
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
Cognition in
Teaching and
PAGS 6351 Learning of Social
Sciences and
Humanities
Social Science
Education Lesson
PAGS 6339
Instructional
Technology in
Social Science
Education
Morals and Moral
Theory
Citizenship
Patriotism
PAGS 6347
CT
CS
CREDIT
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
1
LS
Leadership Skills
86
MASTER OF EDUCATION ISLAMIC EDUCATION
SOFT SKILLS LEVELS

COURSES
CODE
PXGZ 6101
TITLE OF
COURSES
Research in
Education
CREDIT
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
1
LS
Leadership Skills
Qualitative
Education
40
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education

PAGS 6109
PAGS 6108
PAGS 6346
PAGS 6347
PAGS 6344
Research in
Islamic Education
Islamic Education
Curriculum
Development
Trend and Issues
and Education
Instructional
Technology in
Social Science
Education
Morals and Moral
Development
Theory
87
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CT
CS
CREDIT
PAGS 6325
Al-Quran
Education
PAGS 6348
Ulum Syariah
Education
Sociology of
Education :
Comparative
Perspectives
Philosophy of
Education :
PAGS 6350
Comparative
Perspectives
PAGS 6349
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
1
LS
Leadership Skills
88
MASTER OF EDUCATION VALUES EDUCATION

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
1
Qualitative
Education
PXGZ 6101
Research in
Education
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
40
Research in
PAGS 6111
Values Education
Values Education
Curriculum
Development
and Education
Cognition in
Teaching and
Sciences and
Humanities
PAGS 6110
CT
CS
5
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
LS
Leadership Skills
1
EM
Professional
Ethics and
Moral
1
KK
89
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CT
CS
CREDIT
Devians,
PAGS 6306 Delinqu ency and
Disciplin e
Morals and Moral

Theory
PAGS 6305
Sociology of
Adolescent
Citizenship
Patriotism
PAGS 6315
School, Family
and Community
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
1
LS
Leadership Skills
90
MASTER OF EDUCATION ART EDUCATION

SOFT SKILLS LEVELS
COURSES
CODE
PXGZ 6101
TITLE OF
COURSES
Research in
Education
CREDIT
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
KK
EM
Professional
Ethics and
Moral
1
LS
Leadership Skills
Qualitative
Education
40
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education

PAGS 6112
Art Education
Research
PAGS 6113
Art Education
Curriculum Design
Issues and
PAGS 6352 Current Practices
in Art Education
PAGS 6332 Art Psychology
PAGS 6339
Social Science
Education Lesson
3
3
3
3
91
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
Instructional
Technology in
social Science
Education
Cognition in
Teaching and
Sciences and
Humanities
Artistic
PAGS 6353 Development in
Arabic Language
Assessment and
PAGS 6333 Evaluation of Art
Education
PAGS 6347
CREDIT
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
KK
EM
Professional
Ethics and
Moral
1
LS
Leadership Skills
3
3
92
MASTER OF EDUCATION PHILOSOPHY OF EDUCATION
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
PXGZ 6101
Research in
Education
CT
CS
5
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
KK
1
EM
Professional
Ethics and
Moral
1
LS
Leadership Skills
1
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
40
Analysis of
PAGS 6107 Philosophy in
Education
Introduction to
PAGS 6106 Philosophy of
Education
Sosiology of
Eduction :
Comparative
Perspectives
PAGS 6339
Social Science
Education Lesson
PAGS 6349
93
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
CREDIT
Morals and Moral

Theory
Cognition in
Teaching and
Sciences and
Humanities
Citizenship
Patriotism
PAGS 6350
Philosophy of
Education :
Comparative
Perspectives
Development
and Education
CT
CS
4
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
KK
Entrepreneurial
Skills
1
EM
Professional
Ethics and Moral
4
LS
Leadership Skills
1
94
MASTER OF EDUCATION LANGUAGE EDUCATION

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
PXGZ 6103 Qualitative

Research in
Education
PXGZ 6106 Experimental

Research
PXGZ 6102 Applications of

Statistics for
Research in
Education
40
Seminar in
PBGS 6111 Languag e
Education
PXGZ 6101
PXGZ 6105
PBGS 6112
Research in
Education
Future Studies
Principles and
Practice in the
Teaching of
Arabic Language
Research in
PBGS 6336 Literacy
Development
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
1
LS
Leadership Skills
95
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CT
CS
CREDIT
Research in
PBGS 6337 Languag e Teacher
Education
Languag e Planning
PBGS 6338 and Education
Policy
Literature in
PBGS 6339 Languag e
Teaching
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
KK
EM
Professional
Ethics and Moral
1
LS
Leadership Skills
96
MASTER OF EDUCATION ENGLISH LANGUAGE EDUCATION

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
Research in
PXGZ 6101
Education
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
CT
CS
5
40
Research in
PBGS 6113 Second Languag e
Acquisition
Seminar in English
PBGS 6114 Languag e
Education
Research in
Languag e
PBGS 6340 Planning an d
Policy in
Education
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
LS
Leadership Skills
1
EM
Professional
Ethics and Moral
1
KK
97
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
CREDIT
Research in
PBGS 6341 Languag e Teacher
Education
Research in
PBGS 6342 Literacy
Development
Research in text
PBGS 6343 and Discourse in
TESOL
CT
CS
1
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
KK
1
EM
Professional
Ethics and Moral
1
LS
Leadership Skills
1
98
MASTER OF EDUCATION ARABIC LANGUAGE EDUCATION

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
PXGZ 6101
Research in
Education
40
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education

Curriculum
PBGS 6109 Development in
Arabic Language
Principles and
Practice in the
PBGS 6110
Teaching of Arabic
Languag e
Evaluation in the
PBGS 6327 Teaching of Arabic
Languag e
PBGS 6328
IT and
Communication in
Arabic Language
Education
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
1
LS
Leadership Skills
99
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
Teaching
PBGS 6330 Communication
Skills in Arabic
Arabic Language
Teachers
PBGS 6335
Education
CREDIT
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
1
LS
Leadership Skills
100
MASTER OF EDUCATION PLANNING AND ADMINISTRATION
SOFT SKILLS LEVELS

COURSES
CODE
PXGZ 6101
TITLE OF
COURSES
Research in
Education
CREDIT
CT
CS
1
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
EM
KK
Professional
Moral
1
LS
Leadership Skills
1
Qualitative
Education
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
40
PDGS 6101
Educational
Administration
PDGS 6102
Educational
Planning
Financial
PDGS 6324 Management in
Education
101
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
1
Politics and
PDGS 6325 Policies in
Education
Human Resource
PDGS 6306 Management in
Education
CT
CS
CREDIT
3
3
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
EM
KK
Professional
Moral
1
LS
Leadership Skills
1
102
MASTER OF EDUCATION MATHEMATICS EDUCATION

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
PXGZ 6101
Research in
Education
CT
CS
5
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
EM
KK
Professional
Moral
1
LS
Leadership Skills
1
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
40

Curriculum Design
and Plannin g in
PMGS 6102
Mathematics
Education
Research in
Mathematics
PMGS 6142
Education: Practical
Perspectives
Research in
Mathematics
PMGS 6349 Education:
Theoretical
Perspectives
103
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CT
CS
CREDIT
PMGS 6348
Culture and
Development in
Mathematics
Education
PMGS 6303
Perpective on
Problem Solving
in Mathematics
Education
Diagnostic
PMGS 6304 Teaching in
Arithmetic
Evaluation in
PMGS 6305 Mathematics
Education
Teaching of
PMGS 6306 Mathematics in
Early Chilhood
Information and
Communication
PMGC 6101 Technology in
Mathematics
Education
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
KK
EM
Professional
Ethics and
Moral
1
LS
Leadership Skills
104
MASTER OF EDUCATION SCIENCE E DUCATION

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
PXGZ 6101
Research in
Education
40
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
Research in
Science Education
Curriculum
PMGS 6121 Studies in Science
Education
History,
Philosophy and
PMGS 6123
Theory of Science
Education
Cognition and
PMGS 6320
Science Education
PMGS 6120
PMGS 6322
Assessment in
Science Education
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
PXGZ 6106
CT
CS
LS
Leadership Skills
EM
Professional
Ethics and
Moral
1
KK
105
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
PMGS 6323
Issues in ScienceTechnologySociety Education
Issues and Trends

PMGS 6324 in Environmental
Education
Science and
PMGS 6325 Technology in
Early Chilhood
Information and
Communication
PMGE 6101
and Technology in
Science Education
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
KK
EM
Professional
Ethics and
Moral
1
LS
Leadership Skills
106
MASTER OF EDUCATION HEALTH EDUCATION
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
PXGZ 6101
Research in
Education
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
40
PMGS 6130
Health Education
Curriculum
PMGS 6131
Research in
Health Education
PMGS 6330
Life Wellness
Programme
PMGS 6333
Community Health
Education
CT
CS
LS
Leadership Skills
1
EM
KK
Professional
Moral
1
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
107
SOFT SKILLS LEVELS

COURSES
CODE
PMGS 6336
TITLE OF
COURSES
Mental Health
CREDIT
CT
CS
1
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
EM
KK
Professional
Moral
1
LS
Leadership Skills
1
108
MASTER OF EDUCATION PHYSICAL EDUCATION

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
PXGZ 6101
Research in
Education
CT
CS
5
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
KK
1
EM
Professional
Ethics and
Moral
1
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
40
Measurement and
Evaluation in
PMGS 6140
Physical
Education
PMGS 6141
Research in
Physical
Strategies and
Techniques of
Teaching and
PMGS 6341
Learning in
Physical
LS
Leadership Skills
3
109
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
1
PMGS 6342
PMGS 6343
PMGS 6344
PMGS 6346
Motor Learning
and Sport
Psychology
Administration of
Sports and CoCurricular in
Educational
Instruction
Curriculum Design
in Physical
Education
Advance Exercise
Physiologyn
Sports
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
KK
EM
Professional
Ethics and
Moral
1
LS
Leadership Skills
110
MASTER OF EDUCATION EDUCATIONAL PSYCHOLOGY

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
Research in
PXGZ 6101
Education
CT
CS
5
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
KK
1
EM
Professional
Ethics and
Moral
1
LS
Leadership Skills
1
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
40
Educational
PPGS 6111
Psychology
PPGS 6101 Personality
Psychology of
PPGS 6112
Learning
PPGS 6113
Life Span
Development
PPGK 6103
Child
Development
PPGS 6115
Adolescent
Psychology
PPGS 6116 Social Cognition
111
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
CT
CS
CREDIT
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
EM
KK
Professional
Moral
1
Psychology of the
PPGS 6128 Gifted
Psychological
PPGS 6327 Testing
LS
Leadership Skills
1
112
MASTER OF EDUCATION SPECIAL EDUCATION

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
PXGZ 6101
Research in
Education
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
CT
CS
5
40
PPGS 6125 Special Education
Life Span
PPGS 6113 Development
Teaching of
Students with
Learning
Disabiliti es
Education of
PPGS 6127 Children with
Special Needs
PPGS 6126
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
LS
Leadership Skills
1
EM
KK
Professional
Moral
113
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CT
CS
CREDIT
Psychology of the
PPGS 6128 Gifted
Basic Theories for

Diagnosis and
PPGS 6130 Remesis and
Remediation in
Reading
Curriculum
Strategies,
Assessment and
PPGS 6309
Evaluation for
Children with
Special Needs
PPGS 6327
Psychological
Testing
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
1
LS
Leadership Skills
114
MASTER OF EDUCATION MEASUREMENT AND EV ALUATION

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
PXGZ 6101
Research in
Education
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education

Measurement
PPGS 6135
Theory
Measurement and
Evaluation in
PPGS 6136
Education
40
CT
CS
1
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
KK
1
LS
Leadership Skills
1
EM
Professional
Ethics and
Moral
PPGS 6323 Evaluations Model
Programme
PPGS 6324 Evaluation
Fundamental of
Factor Analysis
Instrument Design
PPGS 6322 and Item
Development
PPGS 6321
115
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
Psychological
PPGS 6327
Testing
Fundamental of
PPGS 6321
Factor Analysis
Instrument Design
PPGS 6322 and Item
Development
CT
CS
CREDIT
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
KK
1
EM
Professional
Ethics and
Moral
1
LS
Leadership Skills
1
116
MASTER OF EDUCATION CURRICULUM DEVELOPMENT

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CT
CS
CREDIT
PXGZ 6103 Qualitative

Research in
Education
PXGZ 6106 Experimental

Research
PXGZ 6102 Applications of

Statistics for
Research in
Education
40
Theoty and
PJGS 6101 Curriculum
Practise
Research in
Development
PXGZ 6101
PXGZ 6105
PJGS 6303
Research in
Education
Future Studies
Application of
Technology in
Curriculum
Implementation
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
LS
Leadership Skills
1
EM
Professional
Ethics and Moral
1
KK
117
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
CREDIT
Changes and
PJGS 6305 Implementation of
School Curriculum
Approach in
Assessment
Curriculum
Management
PJGS 6310
Comparative and
PJGS 6308 Globa l Perspective
in Curriculum
CT
CS
1
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
EM
KK
Professional
Moral
1
LS
Leadership Skills
1
118
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
PXGZ 6101
Research in
Education
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
KK
EM
Professional
Ethics and
Moral
LS
Leadership Skills
PXGZ 6106
Experimental
Research
PXGZ 6102
Applications of
Statistics for
Research in
Education
PPGK 6190 Dissertation
40
PPGK 6103 Child Devel opment
PPGK 6102
Research in Early
Chilhoo d Education
PPGK 6301
Curriculum in Early
Chilhoo d Education
PPGK 6302
Organizatio n and
Management of
Early Chilhood
Program
119
SOFT SKILLS LEVELS
COURSES TITLE OF
CODE
COURSES
Languag e and
PPGK 6303 Literacy of Early
Chilhoo d
CT
CS
CREDIT
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
PPGK 6304
Play and Creative

Expression
PPGK 6305
Early Chilhood
Intervention
PPGK 6307
Tend and Issues In

Early Chilhood
Education
LS
Leadership Skills
120

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
Research in
Educational
Administration and
Management
Applications of
Statistics for
PXGZ 6102
Research in
Education
Educational
Management
PXGM 6192
Research Report
PXGM 6104
Theories and
Concepts in
Educational
Management
Educational
Administration and
PXGM 6102
Organizatio n
Educational
Leadership
PXGM 6103
PXGM 6101
Issues in
Supervision and
Instructional
PXGM 6105 Improvement in
Educational
Organizatio ns
Information and
Technology in
PXGM 6106 Educational
Management
Human Resource
Management in
PXGM 6107
Education
CT
CS
CREDIT
12
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
LS
Leadership Skills
EM
Professional
Ethics and
Moral
KK
121
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
Management of
Strategic Policy in
PXGM 6108
Education
Financial Plann ing
PXGM 6109 and Economy of
Education
Creativity and
Changes in
PXGM 6110
Educational
Management
CREDIT
3
3
CT
CS
1
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
7
KK
1
EM
Professional
Ethics and
Moral
LS
Leadership Skills
122

SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
Qualitative
Education
PXGZ 6101
Research in
Education
Experimental
Research
Applications of
Statistics for
PXGZ 6102
Research in
Education
PXGZ 6106
PXGT 6190 Dissertation

PXGT 6111
PXGT 6113
PXGT 6301
PXGT 6302
PXGT 6303
Research in
Instructional
Technology
Basic
Instructional
Design and
Technology
Psychology of
Learning an d
Instruction Model
Advance
Instructional
Design and
Technology
Learning
Communities
CT
CS
1
40
LS
Leadership Skills
1
EM
Professional
Ethics and
Moral
2
KK
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
123
MASTER OF MATHEMATICS EDUCATION WITH INFORMATION COMMUNICATION AND TECHNOLOGY

SOFT SKILLS LEVELS
COURSES
CODE
PXGZ 6101
TITLE OF
COURSES
Research in
Education

Qualitative
Research in
PXGZ 6103
Education
PXGZ 6106
Experimental
Research
Applications of
Statistics for
Education
PMGS 6190 Dissertation
Information and
Communication
PMGS 6101 Technology in
Science Education
Information
Communication
and Techology in
PMGC 6101
Mathematics
Education
CT
CS
CREDIT
40
EM
KK
Professional
Moral
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
LS
Leadership Skills
124
SOFT SKILLS LEVELS
COURSES
CODE
TITLE OF
COURSES
CREDIT
WXGB 6311 Digital Librari es
WXGB 6321 Web Publishi ng
Libraries,
WXGB 6333 Information and
Society
Curriculum Design
and Plannin g in
Mathematics
PMGS 6102
Education
Perspectives on
Problem Solving
PMGS 6303 in Mathematics
Education
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
1
LS
Leadership Skills
125
MASTER OF SCIENCE EDUCATION WITH INFORMATION COMMUNI CATION AND TECHNOLOGY

SOFT SKILLS LEVELS
COURSES TITLE OF
CODE
COURSES
CT
CS
CREDIT
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
KK
EM
Professional
Ethics and Moral
1
LS
Leadership Skills
PXGZ 6101
Research in
Education
PXGZ 6104
Survey
Research
Qualitative
Research in
Education
Future Studies
Experimental
PXGZ 6106 Research
Applications of
Statistics for
Education
PMGS 6190 Dissertation
Research in
PMGS 6120 Science
Education
PXGZ 6103
PXGZ 6105
Information and
Communication
PMGE 6101 Technology in
Science
Education
Curriculum
Studies in
PMGS 6121
Science
Education
126
SOFT SKILLS LEVELS

COURSES
CODE
TITLE OF
COURSES
CREDIT
WXGB 6311 Digital Librari es
WXGB 6321 Web Publishi ng
Libraries,
WXGB 6333 Information and
Society
Cognition in
PMGS 6320 Science
Education
CT
CS
LL
Life Long
Learning and
Information
Management
TS
Team Work Skills
EM
KK
Professional
Moral
2
LS
Leadership Skills
127
SOFT SKILLS ELEMENT INDICATOR

COMMUNICATION SKILLS
Level
Skills
Explanation
CS1
KIM
The ability to present ideas clearly, effectively and confidently, in both oral and written
forms
CS2
KIM
The ability to practice active listening skills and provide feedback
CS3
KIM
The ability to present clearly with confidence and appropriate to the level of the listener
CS4
The ability to use technology in presentations
CS5
The ability to negotiate and reach an agreement
CS6
The ability to communicate with others from different cultures
CS7
The ability to develop interpersonal communication skills
CS8
The ability to use non-verbal skills
CRITICAL THINKING AND PRO BLEM SOLVING SKILLS

Level
Skills
Explanation
CT1
KIM
The ability to identify and analyse problems in complex and vague situations, as well as
to make justified evaluations
CT2
KIM
The ability to develop and improve thinking skills such as to ex plain, analyse and
evaluate discussions
CT3
KIM
The ability to find ideas and alternative solutions
CT4
The ability to think out of the box
CT5
The ability to make decisions based on concrete evidence
CT6
The ability to persevere as well as to fully concentrate on a given task
CT7
The ability to understand and to fit in with the culture of the community and new work
environment
128
TEAM WORK SKILLS

Level
Skills
Explanation
TS1
KIM
The ability to build to good relations, interact with others and work effectively with them to
achieve the same objectives
TS2
KIM
The ability to understand and interchange roles between that of a team leader and a
team member
TS3
The ability to recognize and respect the attitude, behaviour and beliefs of others
TS4
The ability to contribute towards the planning and coordination of the team's efforts
TS5
Be responsible for the group's decision
LIFE LONG LEARNING AND INFORMATION MANAGEMENT

Level
Skills
LL1
KIM
The ability to search and manage relevant Information from different sources
LL2
KIM
The ability to accept new ideas and the capability for autonomous learning
LL3
Explanation
The ability to develop a curious mind and the thirst for knowledge
ENTREPRENEURIAL SKILLS
Level
Skills
KK1
KIM
Explanation
The ability to identify business opportunities
KK2
The ability to outline business frameworks
KK3
The ability to build, ex plore and seize business and work opportunities
KK4
The ability to work independently
129
PROFESSIONAL ETHICS AND MORAL
Level
Skills
Explanation
EM1
KIM
The ability to recognize the effects on the economy, environment and socio culture in
professional practice
EM2
KIM
The ability to analyze and make decisions in solving problems related to ethics
Kebolehan untuk mengamalkan sikap beretika, di samping mempunyai rasa
tanggungjawab terhadap masyarakat
The ability to practice ethically, apart from being responsible towards the society
EM3
LEARDERSHIP SKILLS
Level
Skills
Explanation
LS1
KIM
Knowledge of basic leadership theory
LS2
KIM
The ability to lead a project
LS3
The ability to understand and interchange roles between that of a team leader and a
team member
LS4
The ability to supervise team members
130
MASTERS PROGRAMMES
2014/2015 SESSION
131
1.
Type of Programme
The types of programmes offered under the Master of Counsellin g provisio n are as follo ws:
2.
(1)
Programme by Coursework, that is, a programme of study wholly by way of lectures which
may involve producing a Research Report.
(2)
Programme by Research, that is, a programme of study wholly by research le ading to a

Dissertation
Entry Requir ement

(1)
Entry Qualifications
(a)
Bachelor in Counseling;
or
(b)
Bachelors degree with Education;
or
(c)
Bachelors degree; and

(i)
Postgraduate Dip loma in Education;
or
(ii)
Professional teaching qualificatio ns;
or
(iii)
Relevant teachin g experience from an educatio nal in stitution recognised

by the Senate;
or
(iv)
Working experie nce rela ted field ;
or
(d)
Professional qualification from a recognized professio nal body;
or
132
(e)
(2)
Other qualifications approved by the Senate from time to time.
English Language Requirement.

Internatio nal candid ates fo llowing a programme conducted in English need to have at le ast
IELTS ( Internatio nal English Language Testing Services) band six (6) or TOEFL (Test of
English as a Foreign Language) score of five hundred and fifty (550) if the first degree was
obtain ed from a university where English was not the medium of instruction;
or
Passed an English Language course as required by the university before registratio n
3.
Duration of Studies
The minimum duration of studies for the Master of Counselling are as follo ws:
4.
(1)
Programme by Coursework is four (4) normal semesters.
(2)
Programme by Research is two (2) normal semesters.
Programme Goals
To prepare counsellors who will work in community and socia l agencie s, private and government
schools, university and colle ge counselling centres, agencies or in stitutions in volved in marital and
family counsellin g services, employee and career plannin g and pla cement services, hospita ls,
business settings and mental health agencie s.
5.
Program Outcomes
At the end of the programme, candidates are able to:
PO1
Master the theory and practical skills of counselling;
PO2
Applying counsellin g knowledge and skills in providing service;
PO3
Show concern and care for others in implementin g counselling services.
PO4
Adhere to the hig hest ethical standards and practice in the psycholo gy and
counsellin g services;
PO5
Communicate and cooperate effectively with others in the counsellin g service.
PO6
Critically analyse research, trends and issues relate d to the field of psychology
and counsellin g;
PO7
Involve themselves in lifelong le arning and managing information rela ted to

psycholo gy and counselling services in future; and
133
PO8
6.
Produce and market innovative products in counsellin g, guidance and

psycholo gical services.
Program Structure
(1)
The programme of studie s for the Master of Counsellin g is offered in two (2) course modes
namely by Coursework worth fifty-one (51) credits and by Research. The details are as
follows:
(a)
(b)
Programme by Coursework
(i)
Two (2) Faculty Core Courses each worth three (3) credits
(ii)
One (1) Research Report worth six (6) credits
(iii)
Ten (10) Compulsory Courses in th e Fie ld of Secializatio n with each

course totaling three (3) credits, and one (1) more Compulsory Course in
the Field of Specialization totaling six (6) credits; and
(iv)
One (1) course Elective Course in the Field of Specialization fo r a tota l

of three (3) credits
Programme by Research
This programme is conducted entirely by research le ading to the production of
dissertatio n. However, the candid ate is required to take a course in introduction to
Research in Education (PXGZ6101).
(2)
Details of the courses offered are as approved by the Senate from time to ti me on the
Faculty recommendatio n and are made known to candid ates at the beginning of each
session.
(3)
The list of courses approved by the Senate fo r the Master of Counselling programme by
Coursework is as stated in List 1. Candid ates shall be in formed of the required course
combination for this programme before the in itial registration.
134
LIST 1
Courses Approved by Senate for the Master of Counselling Programme
Faculty Core Courses
Course Code
Course Title
Credit
PXGZ 6101
Research in Education
PXGZ 6102
Statistics for Research in Education
PPGS 6190
Research Report Master of Counsellin g
Compulsory Courses in the Field of Specialization
Course Code
Course Title
Credit
PPGS 6103
Theories of Counselling
PPGS 6104
Counsellin g Techniq ue
PPGS 6105
Career Counselling
PPGS 6106
Counsellin g Practicum
PPGS 6107
Group Guid ance and Counselling
PPGS 6141
Assessment in Counselling Service
PPGS 6113
Life Span Develo pment
PPGS 6137
Professional Experie nce (Internship )
PPGS 6138
MultiCultural Counsellin g
PPGS 6139
Psychology of Career Develo pment and Planning
PPGS 6140
Professional Standards and Counsellin g Ethics
Elective Courses in the Field of Specialization

Course Code
Course Title
Credit
PPGS 6318
Counsellin g in Hig her Institute of Educatio n
PPGS 6319
Agency Counselling
PPGS 6320
Marriage and Family Counsellin g
PPGS 6329
Schools Guidance and Counsellin g
135
UNIVERSITY OF MALAYA (MASTERS DEGREE) REGULATIONS 2010

1.
2.
Course Registration
(1)
Course registration is held in the perio d two (2) weeks beginning from the start of the
semester.
(2)
A candidate must register for at least three (3) credits inclu din g the credit allocate d for
research at any semester unle ss he/she has been permitted to withdraw from a particula r
semester.
Supervision
Appointment of supervisor is as follows:
(1)
Appointment of supervisor is not later than the first semester of study.
(2)
Appointment of supervisor must be done befo re candidate registers for the programme.
3.
Establishing the Research Field

The confirmation of field of study for the dissertatio n and research report must be done before the
candid ate begins his or her research.
4.
Submission
(1)
Title of Research Report should be submitted to the Faculty for approval no later th an one
month before the candid ate submits the research report for examination.
(2)
Title of the dissertation must be submitted to the Faculty for approval when the candidate
gives notice for submission of the dissertation.
136
MASTER OF EDUCATION
(SOCIOLOGY OF EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
137
MASTER OF EDUCATION (SOCIOLOGY OF EDUCATION)

Master of Education (Sociology of Education)
1.
Type of Programme
The types of programmes offered under the Master of Education (Sociology of Education) provision
are as follo ws:
2.
(1)
Programme by Coursework and Research, that is, a programme of study combining lectures
and research leading to a dissertatio n.
(2)

Dissertation.
Entry Requir ement

(1)
(a)
Bachelor of Education;
or
(b)
or
(f)

(iv)
or
(v)
Professional teaching qualificatio n;
or
(vi)

by the Senate;
or
(iv)
Working experie nce in the relevant field;
or
(d)
Professional qualification from a recognised professio nal body;
or
138
(e)
(2)
English Language Requirements

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Socio logy of Education) are as follo ws:
4.
(1)
Programme by Coursework and Research is for three (3) normal semesters
(2)
Programme by Research is for two(2) normal semesters
Programme Goals
To produce educators who are dynamic and reflective, and are able to monitor and improve their
practice as well as apply th eir practical knowle dge, educational theories and research to solve
problems relevant to the field of education.
5.
Programme Outcomes
PO1
Master knowledge in the field of Sociology of Educatio n;
PO2
Practise the field of Socio logy of Education through teaching, assessment and research
using Information and Communication Technolo gy;
PO3
Display awareness of contemporary issues in the field Socio logy of Education;
PO4
Apply ethics and best practises professionally in the field of Sociolo gy of Educatio n;
PO5
Exhibit leadership valu es and cooperate with vario us parties in order to implement
activities in the field of Sociolo gy of Educatio n;
PO6
Analyse critically theorie s, policies and contemporary trends in the field of Socio logy of
Education;
PO7
Involve themselves in lifelong learning and manage in formation rela ted to Socio logy of
Education; and
PO8
Generate innovative ideas about teachin g and le arning that contribute to management
and entrepreneurship in the filed of Sociology of Education.
139
6.
Programme Structure
(1)
The Master in Education (Sociolo gy of Education) Programme is offered in two modes: by

Coursework and Research and Research only, for a total of fifty-five (55) credits. The details
are as follo ws:
(a)
Programme by Coursework and Research

(i)
Two (2) Faculty Core Courses each worth a total of three (3) credits;
PXGZ 6101
Research in Education; and
Choose one (1) of the following

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)
Applications of Statistics for Research in Education

Qualitative Research in Education
Survey Research
Future Studie s
Experimental Research
(ii)
Two (2) Compulsory Courses in the Field of Specializatio n courses each

worth a total of three (3) credits;
(iii)
One (1) Elective Course in the Fie ld of Specialization each worth three
(3) credits
(iv)
A dissertation worth forty (40) credits
Programme by Research.
This programme is carried out entirely by research le ading to the productio n of a
dissertatio n. However candidates are required to take the course in introductio n to
Research in Education (PXGZ 6101).
(2)
Details of the courses offered are as approved by the Senate from time to time on the
Faculty recommendatio n and are made known to candidates at the begin ning of each
session.
(3)
The list of courses approved by the Senate for the Master of Education (Sociolo gy of
Education) programme by Coursework and Research is as stated in List 1. Candid ates shall
be info rmed of the required course combination for this programme before the initia l
registration.
140
LIST 1
Courses Approved by Senate for the Master of Education (Sociology of Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PAGS 6103
Interpretation of Sociology of Education
PAGS 6116
Ethnography Research in Education

Course Code
Course Title
Credit
PAGS 6305
Sociology of Adolescence
PAGS 6306
Deviance, Delin quency and Dicip line
PAGS 6315
Community, Family and School
PAGS 6330
Citizenship Educatio n and Patriotism
PAGS 6344
Ethics and Moral Development Theory
PAGS 6346
Developmental Trend and Issues and Education
PAGS 6349
Sociology of Education : Comparative Perspectives
141

Master of Education (Sociology of Education)
1.
2.
Course Registration
(1)
Registratio n for th e course is done in the period two (2) weeks from the start of the
semester.
(2)
A candid ate must register at le ast three (3) course credits in cluding credits allocated for
research during any semester unless given approval to withdraw from the semester in
questio n.
Supervision
The appointment of a Supervisor for a candid ate is as follows:
(1)
Programme by Coursework and Research.

Appointment of the supervisor must be done not later than the first semester of studies.
(2)
Appointment of the supervisor must be done before the candidate registers for the
programme.
3.

Confirmation of field for dissertation and research report must be done before the candidate begin s the
research.
4.
Submission
(1)

Title of disserta tion must be submitted to th e Faculty for approval when the candidate gives
notice for submission of the dissertatio n.
(2)
(3)
A candid ate shall submit his or her dissertation or research report for examinatio n within the
perio d of candid ature. The perio d taken for an examination of a dissertation and any period
given fo r corrections of or further work for the dissertation as being required by the
Committee of Examiners shall not be regarded as part of the maximum perio d of the
candid ates candidature.
142
MASTER OF EDUCATION
(SOCIAL SCIENCE EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
143
MASTER OF EDUCATION (SOCIAL SCIENCE EDUCATION)

Master of Education (Social Science Education)
1.
Type of Programme
The types of programmes offered under the Master of Educatio n (Social Science Education) provision
are as follo ws:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)

or
(d)
144
or
(e)
(2)

or
3.
Duration of Studies
The minimum duratio n of studies fo r the Master of Education (Social Science Education) are as
follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Social Science Education;
PO2
Practise the fie ld of Social Scie nce Educatio n through te aching, assessment and
research usin g Information and Communication Technolo gy;
PO3
Display awareness of contemporary issues in the field of Social Science Education;
PO4
Apply ethics and best practises professionally in the field of Social Science Education;
PO5
Exhibit leadership values and cooperate with vario us partie s in order to implement
activities in the field of Social Science Education;
PO6
Analyse critically theories, policies and contemporary trends in the fie ld of Socia l
Science Educatio n;
PO7
Involve themselves in lifelong le arnin g and manage information relate d to Socia l

Science Educatio n; and
145
PO8
6.
Generate in novative ideas about teaching and learnin g that contrib ute to management
and entrepreneurship in the filed of Social Science Education.
Programme Structure
(1)
The Master of Education (Socia l Science Education) Programme is offered in two modes: by
are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Education (Socia l Science
Education) programme by Coursework and Research is as stated in List 1. Candid ates shall
registration.
146
LIST 1
Courses Approved by Senate for the Master of Education (Social Science Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PAGS 6114
Curriculum Design for Social Science Education
PAGS 6115
Research in Social Science

Course Code
Course Title
Credit
PAGS 6330
PAGS 6339
Social Science Education Lesson
PAGS 6341
Evaluation of Social Science Education
PAGS 6344
PAGS 6346
Development Trend and Issues and Education
PAGS 6347
Instructional Technolo gy in Socia l Science Eduation
PAGS 6351
Cognition in Teaching and Learning of Social Sciences

and Humanities
147

Master of Education (Social Science Education)
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
148
MASTER OF EDUCATION
(ISLAMIC EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
149
MASTER OF EDUCATION (ISLAMIC EDUCATION)

1.
Type of Programme
The types of programmes offered under th e Master of Education (Islamic Educatio n) provision are as
follows:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)

or
(d)
or
150
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Isla mic Education) are as follo ws:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Islamic Education;
PO2
Practise the fie ld of Educatio n through teaching, assessment and research usin g
Information and Communication Technolo gy;
PO3
Display awareness of contemporary issues in the field of Education;
PO4
Apply ethics and best practises professionally in the field of Educatio n;
PO5
activities in the field of Educatio n;
PO6
Analyse critically theories, policies and contemporary trends in the field of Educatio n;
PO7
Involve themselves in life long learning and manage information rela ted to Educatio n;
and
PO8
and entrepreneurship in the filed of Islamic Education.
151
6.
Programme Structure
(1)
The Master of Educatio n (Islamic Education) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate fo r the Master of Education (Isla mic Education)
programme by Coursework and Research is as stated in List 1. Candid ates shall be
informed of the required course combination for this programme before the initia l
registration.
152
LIST 1
Courses Approved by Senate for the Master of Education (Islamic Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PAGS 6108
Islamic Education Curriculu m
PAGS 6109
Research in Islamic Education

Course Code
Course Title
Credit
PAGS 6325
Al-Quran Education
PAGS 6344
PAGS 6346
PAGS 6347
Instructional Technolo gy in Socia l Science Eduation
PAGS 6348
Ulum Syariah Educatio n
PAGS 6349
PAGS 6350
Philosophy of Educatio n : Comparative Perspectives
153

1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
154
MASTER OF EDUCATION
(VALUE EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
155
MASTER OF EDUCATION (VALUES EDUCATION)

Master of Education (Values Education)
1.
Type of Programme
The types of programmes offered under the Master of Educatio n (Values Educatio n) provision are as
follows:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)

or
(d)

156
or
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Valu es Education) are as follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Values Education;
PO2
Practise the field of Values Educatio n through teaching, assessment and research
PO3
Display awareness of contemporary issues in the field of Values Educatio n;
PO4
Apply ethics and best practises professionally in the field of Values Education;
PO5
activities in the field of Values Education;
PO6
Analyse critically theorie s, policie s and contemporary trends in the field of Values
Education;
PO7
Involve themselves in life long le arnin g and manage information rela ted to Valu es
Education; and
PO8
and entrepreneurship in the filed of Values Educatio n.
157
6.
Programme Structure
(1)
The Master of Educatio n (Values Educatio n) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Education (Values Education)
registration.
158
LIST 1
Courses Approved by Senate for the Master of Education (Values Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PAGS 6110
Values Educatio n Curriculum
PAGS 6111
Research in Valu es Educatio n

Course Code
Course Title
Credit
PAGS 6305
Sociology of Adolescent
PAGS 6306
Devians, Delinquency and Disciplin e
PAGS 6315
School, Family and Community
PAGS 6330
PAGS 6344
PAGS 6346
PAGS 6351

and Humanities
159

Master of Education (Values Education)
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
160
MASTER OF EDUCATION
(ART EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
161
MASTER OF EDUCATION (ART EDUCATION)

Master of Education (Art Education)
1.
Type of Programme
The types of programmes offered under the Master of Education (Art Education) provision are as
follows:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)
or
162
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Art Educatio n) are as follo ws:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Art Education;
PO2
Practise the field of Art Education through teachin g, assessment and research usin g
PO3
Display awareness of contemporary issues in the field of Art Education;
PO4
Apply ethics and best practises professionally in the field of Art Education;
PO5
activities in the field of Art Education;
PO6
Analyse critically theories, policie s and contemporary trends in the field of Art
Education;
PO7
Involve themselves in lifelo ng learnin g and manage information related to Art

Education; and
PO8
and entrepreneurship in the filed of Art Education.
163
6.
Programme Structure
(1)
The Master of Education (Art Education) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for th e Master of Educatio n (Art Education)
registration.
164
LIST 1
Courses Approved by Senate for the Master of Education (Art Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PAGS 6112
Art Education Research
PAGS 6113
Art Education Curriculu m Design

Course Code
Course Title
Credit
PAGS 6332
Art Psychology
PAGS 6333
Assessment and Evaluation of Art Education
PAGS 6339
Teachin g of Social Science Education
PAGS 6347
Instructional Technolo gy in Socia l Science Education
PAGS 6351

and Humanities
PAGS 6352
Issues and Current Practices in Art Education
PAGS 6353
Artistic Development in Children
165

Master of Education (Art Education)
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
166
MASTER OF EDUCATION
(PHILOSOPHY OF EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
167
MASTER OF EDUCATION (PHILOSOPHY OF EDUCATION)

Master of Education (Philosophy of Education)
1.
Type of Programme
The types of programmes offered under the Master of Educatio n (Philosophy of Educatio n) provision
are as follo ws:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)

or
(d)

168
or
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Philosophy of Education) are as
follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Philosophy of Education;
PO2
Practise the field of Philo sophy of Education through teachin g, assessment and
PO3
Display awareness of contemporary issues in the field of Philosophy of Educatio n;
PO4
Apply ethics and best practises professionally in the field of Philosophy of Education;
PO5
activities in the field of Philosophy of Education;
PO6
Analyse critically theories, policie s and contemporary trends in the field of Philo sophy
of Education;
PO7
Involve themselves in lifelong le arning and manage information related to Philosophy of

Education; and
PO8
and entrepreneurship in the filed of Philosophy of Educatio n.
169
6.
Programme Structure
(1)
The Master of Education (Philosophy of Educatio n) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Education (Philo sophy of
Education) programme by Coursework and Research is as stated in List 1. Candidates shall
registration.
170
LIST 1
Courses Approved by Senate for the Master of Education (Philosophy of Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PAGS 6106
Introductio n to Philo sophy of Education
PAGS 6107
Analysis of Philosophy in Education

Course Code
Course Title
Credit
PAGS 6330
PAGS 6339
Social Science Education Lesson
PAGS 6344
PAGS 6346
PAGS 6349
PAGS 6350
Philosophy of Educatio n : Comparative Perspectives
PAGS 6351

and Humanities
171

Master of Education (Philosophy of Education)
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
172
MASTER OF EDUCATION
(LANGUAGE EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
173
MASTER OF EDUCATION (LANGUAGE EDUCATION)

1.
Type of Programme
The types of programmes offered under the Master of Educatio n (Language Education) provision are
as follows:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)

or
(d)
or
174
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Language Educatio n) are as follo ws:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Language Educatio n;
PO2
Practise the field of Language Education through teachin g, assessment and research
PO3
Display awareness of contemporary issues in the field of Language Education;
PO4
Apply ethics and best practises professionally in the field of Language Educatio n;
PO5
activities in the field of Language Educatio n;
PO6
Analyse critically theorie s, policie s and contemporary trends in the field of Language
Education;
PO7
Involve th emselves in lifelo ng learning and manage information rela ted to Language
Education; and
PO8
and entrepreneurship in the filed of Language Education.
175
6.
Programme Structure
(1)
The Master of Education (Language Education) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Educatio n (Language
registration.
176
LIST 1
Courses Approved by Senate for the Master of Education (Language Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PBGS 6111
Seminar in Language Education
PBGS 6112
Principle s and Practice of Language Teaching

Course Code
Course Title
Credit
PBGS 6336
Research in Literacy Development
PBGS 6337
Research in Language Teacher Education
PBGS 6338
Language Plannin g and Education Policy
PBGS 6339
Literatu re in Language Teaching
177

1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
178
MASTER OF EDUCATION
(ENGLISH LANGUAGE EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
179
MASTER OF EDUCATION (ENGLISH LANGUAGE EDUCATION)

Master of Education (English Language Education)
1.
Type of Programme
The types of programmes offered under the Master of Education (English Language Education)
provisio n are as follo ws:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)
180
or
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studie s for the Master of Education (English Language Education) are as
follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of English Language Educatio n;
PO2
Practise the field of English Language Educatio n through teachin g, assessment and
PO3
Display awareness of contemporary issues in the field of English Language Education;
PO4
Apply ethics and best practises professio nally in the field of English Language
Education;
PO5
activities in the field of English Language Education;
PO6
Analyse critically theories, policies and contemporary trends in the fie ld of English
Language Education;
PO7
Involve th emselves in lifelo ng le arning and manage in formation related to English

Language Education; and
181
PO8
6.
and entrepreneurship in the filed of English Language Education.
Programme Structure
(1)
The Master of Education (English Language Education) Programme is offered in two modes:
by Coursework and Research and Research only, for a total of fifty-five (55) credits. The
details are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Education (English Language
registration.
182
LIST 1
Courses Approved by Senate for the Master of Education (English Language Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PBGS 6113
Research in Second Language Acquisition
PBGS 6114
Seminar in English Language Educatio n

Course Code
Course Title
Credit
PBGS 6340
Research in Language Plannin g and Policy in Education
PBGS 6341
Research in Language Teacher Education
PBGS 6342
Research in Literacy Development
PGBS 6343
Research in Text and Discourse in TESOL
183

Master of Education (English Language Education)
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
184
MASTER OF EDUCATION
(ARABIC LANGUAGE EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
185
MASTER OF EDUCATION (ARABIC LANGUAGE EDUCATION)

1.
Type of Programme
The types of programmes offered under the Master of Education (Arabic Language Education)
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)
186
or
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studie s for the Master of Education (Arabic Language Educatio n) are as
follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Arabic Language Education;
PO2
PO3
Display awareness of contemporary issues in the field of Arabic Language Education;
PO4
Apply ethics and best practises professio nally in the field of Arabic Language
Education;
PO5
activities in the field of Arabic Language Education;
PO6
Analyse critically th eories, policies and contemporary trends in the fie ld of Arabic
Language Education;
PO7
Involve themselves in lifelo ng learnin g and manage information related to Arabic

Language Education; and
187
PO8
6.
and entrepreneurship in the filed of Arabic Language Educatio n.
Programme Structure
(1)
The Master of Educatio n (Arabic Language Education) Programme is offered in two

modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits.
The deta ils are as follows:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Education (Arabic Language
registration.
188
LIST 1
Courses Approved by Senate for the Master of Education (Arabic Language Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PBGS 6109
Curriculum Develo pment in Arabic Language
PBGS 6110
Principle s and Practice in the Teachin g of Arabic

Language

Course Code
Course Title
Credit
PBGS 6327
Evaluation in the Teachin g of Arabic Language
PBGS 6328
IT and Communication in Arabic Language Education
PBGS 6330
Teachin g Communication Skills in Arabic
PBGS 6335
Arabic Language Teachers Educatio n
189

1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
190
MASTER OF EDUCATION
(PLANNING AND ADMINISTRATION)
MASTERS PROGRAMMES
2014/2015 SESSION
191
MASTER OF EDUCATION (PLANNING AND ADMINISTRATION)

Master of Education (Planning and Administration)
1.
Type of Programme
The types of programmes offered under the Master of Education (Pla nning and Administration)
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)
192
or
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studie s for the Master of Educatio n (Plannin g and Administration) are as
follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Planning and Administration;
PO2
PO3
Display awareness of contemporary issues in the field of Plannin g and Administration;
PO4
Apply ethics and best practises professionally in the field of Planning and
Administration;
PO5
activities in the field of Planning and Administration;
PO6
Analyse critically theorie s, policies and contemporary trends in the field of Planning and
Administration;
193
6.
PO7
Involve themselves in lifelong learnin g and manage information related to Plannin g and
Administration Education; and
PO8
and entrepreneurship in the filed of Plannin g and Administration Educatio n.
Programme Structure
(1)
The Master of Education (Pla nning and Administratio n) Programme is offered in two modes:
by Coursework and Research and Research only, for a total of fifty-five (55) credits. The
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Education (Planning and
Administration) programme by Coursework and Research is as stated in List 1. Candidates
shall be informed of the required course combination for this programme before the initia l
registration.
194
LIST 1
Courses Approved by Senate for the Master of Education (Planning and Administration) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PDGS 6101
Educational Administration
PDGS 6102
Educational Plannin g

Course Code
Course Title
Credit
PDGS 6306
Human Resource Management in Education
PDGS 6324
Financial Management in Education
PDGS 6325
Politics and Policie s in Educatio n
195

Master of Education (Planning and Administration)
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
196
MASTER OF EDUCATION
(MATHEMATICS EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
197
MASTER OF EDUCATION (MATHEMATICS EDUCATION)

Master of Education (Mathematic s Education)
1.
Type of Programme
The types of programmes offered under the Master of Education (Mathematics Educatio n ) provision
are as follo ws:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)
or
198
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Mathematics Educatio n) are as follo ws:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Mathematics Education;
PO2
Practise the field of Mathematics Education th rough teaching, assessment and

PO3
Display awareness of contemporary issues in the field of Mathematics Education;
PO4
Apply ethics and best practises professionally in the field of Mathematics Education;
PO5
activities in the field of Mathematics Education;
PO6
Analyse critically theorie s, policie s and contemporary trends in the field of Mathematics
Education;
PO7
Involve th emselves in lifelo ng learning and manage information rela ted to Mathematics
Education; and
199
PO8
6.
and entrepreneurship in the filed of Mathematics Education.
Programme Structure
(1)
The Master of Education (Mathematics Education) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Education (Mathematics
registration.
200
LIST 1
Courses Approved by Senate for the Master of Education (Mathematics Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PMGS 6102
Curriculum Design and Planning in Mathematics

Education
PMGS 6142
Research in Mathematics Education: Practical

Perspectives

Course Code
Course Title
PMGS 6101
Information Communication Technolo gy in Mathematics

Education
Credit
3
PMGS 6349
Research in Mathematics Education: Theoretical

Perspective
PMGS 6303
Perspective on Proble m Solving in Mathematics

Education
PMGS 6304
Diagnostic Teaching in Arithmetic
PMGS 6305
Evaluation in Mathematics Education
PMGS 6306
Teachin g of Mathematics in Early Child hood
PMGS 6348
Culture and Develo pment in Mathematics Education
201

Master of Education (Mathematic s Education)
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
202
MASTER OF EDUCATION
(SCIENCE EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
203
MASTER OF EDUCATION (SCIENCE EDUCATION)

Master of Education (Science Education)
1.
Type of Programme
The types of programmes offered under the Master of Education (Science Education) provisio n are as
follows:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)

or
(d)
or
204
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Science Education) are as follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Science Education;
PO2
Practise the fie ld of Science Educatio n through teachin g, assessment and research
PO3
Display awareness of contemporary issues in the field of Science Educatio n;
PO4
Apply ethics and best practises professionally in the field of Science Education;
PO5
activities in the field of Science Education;
PO6
Analyse critically theories, policie s and contemporary trends in the field of Science
Education;
PO7
Involve themselves in lifelong le arning and manage information related to Science

Education; and
PO8
and entrepreneurship in the filed of Science Educatio n.
205
6.
Programme Structure
(1)
The Master of Education (Science Education) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for th e Master of Educatio n (Science Education)
registration.
206
LIST 1
Courses Approved by Senate for the Master of Education (Science Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PMGS 6120
Research in Science Educatio n
PMGS 6121
Curriculum Studies in Science Education

Course Code
Course Title
Credit
PMGE 6101
Information and Communication and Technology in

Science Educatio n
PMGS 6123
History, Philosophy and Theory of Science Education
PMGS 6320
Cognition in Science Education
PMGS 6322
Assessment in Science Education
PMGS 6323
Issues in Science-Technolo gy-Socie ty Education
PMGS 6324
Issues and Trends in Environmental Education
PMGS 6325
Science and Technolo gy in Early Child hood
207

Master of Education (Science Education)
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
208
MASTER OF EDUCATION
(HEALTH EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
209
MASTER OF EDUCATION (HEALTH EDUCATION)

1.
Type of Programme
The types of programmes offered under the Master of Educatio n (Health Education) provisio n are as
follows:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)

210
or
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Health Education) are as follo ws:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Health Education;
PO2
Practise the field of Health Educatio n Education through teaching, assessment and
PO3
Display awareness of contemporary issues in the field of Health Education Education;
PO4
Apply ethics and best practises profe ssionally in the fie ld of Health Education
Education;
PO5
activities in the field of Health Educatio n Education;
PO6
Analyse critically theorie s, policies and contemporary trends in the field of Health
Education Education;
PO7
Involve themselves in lifelo ng learning and manage information rela ted to Health
Education; and
PO8
and entrepreneurship in the filed of Health Education.
211
6.
Programme Structure
(1)
The Master of Education (Health Educatio n) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate fo r the Master of Education (Health Education)
registration.
212
LIST 1
Courses Approved by Senate for the Master of Education (Health Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PMGS 6130
Health Education Curriculum
PMGS 6131
Research in Health Education

Course Code
Course Title
Credit
PMGS 6330
Life Wellness Programme
PMGS 6333
Community Health Education
PMGS 6336
Mental Health
213

1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
214
MASTER OF EDUCATION
(PHYSICAL EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
215
MASTER OF EDUCATION (PHYSICAL EDUCATION)

1.
Type of Programme
The types of programmes offered under the Master of Education (Physical Educatio n) provisio n are as
follows:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)
216
or
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Physical Educatio n) are as follo ws:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Physical Educatio n;
PO2
Practise the fie ld of Physical Educatio n th rough teaching, assessment and research
PO3
Display awareness of contemporary issues in the field of Physical Education;
PO4
Apply ethics and best practises professionally in the field of Physical Educatio n;
PO5
activities in the field of Physical Educatio n;
PO6
Analyse critically theorie s, policies and conte mporary trends in th e fie ld of Physical
Education;
PO7
Involve themselves in lifelo ng learnin g and manage information related to Physical

Education; and
PO8
and entrepreneurship in the filed of Physical Education.
217
6.
Programme Structure
(1)
The Master of Education (Physical Education) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Education (Physical Education)
registration.
218
LIST 1
Courses Approved by Senate for the Master of Education (Physical Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PMGS 6140
Measurement and Evaluation in Physical Educatio n
PMGS 6141
Research in Physical Education

Course Code
Course Title
Credit
PMGS 6341
Strategies and Techniq ues of Teachin g and Learnin g in

Physical Education
PMGS 6342
Motor Learning and Sport Psychology
PMGS 6343
Administration of Sports and Co-Curricula r in Educational

Instructions
PMGS 6344
Curriculum Design in Physical Education
PMGS 6346
Advance Exercise Physiologyn Sports
219

1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
220
MASTER OF EDUCATION
(EDUCATIONAL PSYCHOLOGY)
MASTERS PROGRAMMES
2014/2015 SESSION
221
MASTER OF EDUCATION (EDUCATIONAL PSYCHOLOGY)

Master of Education (Educational Psychology)
1.
Type of Programme
The types of programmes offered under the Master of Education (Educational Psychology) provision
are as follo ws:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)
222
or
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Educational Psycholo gy) are as follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Educational Psychology;
PO2
PO3
Display awareness of contemporary issues in the field of Educational Psycholo gy;
PO4
Apply ethics and best practises professionally in the field of Educatio nal Psychology;
PO5
activities in the field of Educatio nal Psychology;
PO6
Analyse critically theories, policie s and contemporary trends in th e fie ld of Educational

Psychology;
PO7
Involve themselves in lifelong learnin g and manage in formation rela ted to Educational
Psychology; and
PO8
and entrepreneurship in the filed of Educational Psycholo gy.
223
6.
Programme Structure
(1)
The Master of Education (Educational Psychology) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Educatio n (Educatio nal
Psychology) programme by Coursework and Research is as stated in List 1. Candidates
registration.
224
LIST 1
Courses Approved by Senate for the Master of Education (Educational Psychology) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PPGS 6111
Educational Psycholo gy
PPGS 6113

Course Code
Course Title
Credit
PPGK 6103
Child Develo pment
PPGS 6101
Personality
PPGS 6112
Psychology of Learning
PPGS 6115
Adolescent Psychology
PPGS 6116
Social Cognition
PPGS 6128
Psychology of the Gifted
PPGS 6327
Psychological Testing
225

Master of Education (Educational Psychology)
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
226
MASTER OF EDUCATION
(SPECIAL EDUCATION)
MASTERS PROGRAMMES
2014/2015 SESSION
227
MASTER OF EDUCATION (SPECIAL EDUCATION)

1.
Type of Programme
The types of programmes offered under the Master of Educatio n (Specia l Education) provision are as
follows:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)
or
228
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Special Education) are as follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Special Education;
PO2
Practise the field of Specia l Educatio n through teachin g, assessment and research
PO3
Display awareness of contemporary issues in the field of Special Education;
PO4
Apply ethics and best practises professionally in the field of Special Education;
PO5
activities in the field of Special Education;
PO6
Analyse critically theories, policies and contemporary trends in the fie ld of Specia l
Education;
PO7
Involve th emselves in lifelo ng le arning and manage in formation related to Specia l

Education; and
PO8
and entrepreneurship in the filed of Special Education.
229
6.
Programme Structure
(1)
The Master of Education (Special Educatio n) Programme is offered in two modes: by

are as follo ws:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Educatio n (Special Education)
registration.
230
LIST 1
Courses Approved by Senate for the Master of Education (Special Education) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PPGS 6113
PPGS 6125
Special Education

Course Code
Course Title
Credit
PPGS 6126
Teachin g of Students with Learning Disabilities
PPGS 6127
Education of Children with Special Needs
PPGS 6128
Psychology of the Gifted
PPGS 6130
Basic Theorie s for Diagnosis and Remedia tion in

Reading
PPGS 6309
Curriculum Strategies, Assessment and Evaluation for

Children with Special Needs
PPGS 6327
231

1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
232
MASTER OF EDUCATION
(MEASUREMENT AND EVALUATION
ADMINISTRATION)
MASTERS PROGRAMMES
2014/2015 SESSION
233
MASTER OF EDUCATION (MEASUREMENT AND EVALUATION)

1.
Type of Programme
The types of programmes offered under the Master of Education (Measurement and Evaluation)
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)
or
234
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Education (Measurement and Evaluation) are as
follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Measurement and Evaluation;
PO2
Practise the field of Measurement and Evaluation through teaching, assessment and
PO3
Display awareness of contemporary issues in the field of Measurement and Evaluation;
PO4
Apply ethics and best practises professio nally in the field of Measurement and
Evaluation;
PO5
activities in the field of Measurement and Evalu ation;
PO6
Analyse critically theorie s, policie s and contemporary trends in the field of

Measurement and Evaluation;
PO7
Involve themselves in life long le arning and manage information related to

Measurement and Evaluation; and
235
PO8
6.
and entrepreneurship in the filed of Measurement and Evaluation.
Programme Structure
(1)
The Master of Educatio n (Measurement and Evalu ation) Programme is offered in two
modes: by Coursework and Research and Research only, for a total of fifty-five (55) credits.
The deta ils are as follows:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Educatio n (Measurement and
Evaluation) programme by Coursework and Research is as stated in List 1. Candidates shall
registration.
236
LIST 1
Courses Approved by Senate for the Master of Education (Measurement and Evaluation) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PPGS 6135
Measurement Theory
PPGS 6136
Measurement and Evaluation in Education

Course Code
Course Title
Credit
PPGS 6321
Fundamental of Factor Analysi
PPGS 6322
Instrument Design and Item Development
PPGS 6323
Evaluation Models
PPGS 6324
Programme Evaluation
PPGS 6327
237

1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
238
MASTER OF EDUCATION
(CURRICULUM AND DEVELOPMENT)
MASTERS PROGRAMMES
2014/2015 SESSION
239
MASTER OF EDUCATION (CURRICULUM DEVELOPMENT)

Master of Education (Curriculum Development)
1.
Type of Programme
The types of programmes offered under the Master of Educatio n (Curriculum Develo pment) provision
are as follo ws:
2.
(1)
(2)

Dissertation.
Entry Requir ement

(1)
(a)
or
(b)
or
(c)

(i)
or
(ii)
or
(iii)

by the Senate;
or
(iv)
or
(d)
or
240
(e)
(2)

or
3.
Duration of Studies
The minimum duration of studies fo r the Master of Education (Curriculu m Develo pment) are as
follows:
4.
(1)
(2)
Programme Goals
5.
Programme Outcomes
PO1
Master knowledge in the field of Curriculu m Development;
PO2
PO3
Display awareness of contemporary issues in the field of Curriculum Develo pment;
PO4
Apply ethics and best practises professionally in the field of Curriculu m Development;
PO5
activities in the field of Curriculu m Development;
PO6
Analyse critically theories, policie s and conte mporary trends in the field of Curriculu m
Development;
PO7
Involve themselves in lifelong le arning and manage info rmation related to Curriculu m
Development; and
PO8
and entrepreneurship in the filed of Curriculum Develo pment.
241
6.
Programme Structure
(1)
The Master of Education (Curriculu m Develo pment) Programme is offered in two modes: by
are as follo ws:
(a) Programme by Coursework and Research
(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
(3) credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Educatio n (Curriculu m
Development) programme by Coursework and Research is as stated in List 1. Candidates
registration.
242
LIST 1
Courses Approved by Senate for the Master of Education (Curriculum Development) Programme
Course Code
Course Title
Credit
PXGZ 6101
PXGZ 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Course Code
Course Title
Credit
PJGS 6101
Theory and Curriculum Practise
PJGS 6103
Research in Curriculum Develo pment

Course Code
Course Title
Credit
PJGS 6303
Application of Technolo gy in Curriculum Implementation
PJGS 6305
Changes and Implementation of School Curriculum
PJGS 6306
Approach in Curriculum Assessment
PJGS 6308
Comparative and Global Perspective in Curriculu m
PJGS 6310
Curriculum Management
243

Master of Education (Curriculum Development)
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
244
MASTER OF EARLY CHILDHOOD

EDUCATION
MASTERS PROGRAMMES
2014/2015 SESSION
245

1.
Type of Programme
The types of programmes offered under the Master of Early Childhood Education provision are as
follows:
2.
(1)
(2)

Dissertation.
Entry Requir ements

(1)
(a)
Bachelor in Early Childhood Educatio n;
or
(b)
Bachelor in Educatio n;
or
(c)
or
(d)

(i)
or
(ii)
Teachin g qualifications recognised by the University;
or
(iii)
Diploma in Early Childhood Education from an educational institutio n

recognised by the Senate;
or
(iv)
not less than one year experience in a field related to early childhood
education
or
246
(e)
Professional qualification from a recognised professio nal body
or
(f)
(2)
Other qualifications approved by the Senate from time to time

or
3.
Duration of Studies
The minimum duration of studies for the Master of Early Childhood Educatio n are as follo ws:
4.
(1)
(2)
Programme Goals
To prepare early childhood education professio nals with the knowledge and skills in educatio n,
nurturing, developin g curriculum, evalu atin g th e process of teachin g and le arnin g in the cla ssroom
situation, managin g and administrating program pertain ing to early child ood education, identifying
pedagogy, technique of assessment, resources and in novation to enhance le arning in a varie ty of
early childhood educatio n contexts.
5.
Programme Outcomes
PO1
Master the theory and rele vant pedagogy in th e development of early

childhood educatio n;
PO2
Apply from theory to practice in a cla ssroom situation to improve learnin g and
performance;
PO3
PO4
Show an inte rest in and concern for others;

Subscribe to the hig hest level of ethical standards in education and effective
practice in the field of early childhood educatio n;
PO5
Communicate effectively and work well with others in the community of early
PO6
Critically analyzeresearch, trends and issues related to the fie ld of early

247
6.
PO7
Engage in lifelo ng learning and anticipate the impact that advancements in

various dimensional progress ofearly childhood education may have on
tomorrows learning; and
PO8
Develop and market innovative products of learning for diverse audie nces in
the early child hood community and for delivery of instruction with in a wide
range of settings.
Programme structure
(1)
The Master of Early Child hood Educatio n Programme is offered in two modes: by
are as follo ws:
(b)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)
Two (2) Compulsory Courses in Field of Specia lization courses each

(iii)
One (1) Elective Course in Field of Specia lizatio n each worth three (3)
credits
(iv)
(2)
session.
(3)
The list of courses approved by th e Senate for th e Master of Early Childhood Education
registration.
248
LIST 1
Courses approved by Senate for the Master of Early Childhood Programme
Course Code
Course Title
Credit
PXGZ 6101
PPGK 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106

Course Code
PPGK 6102
PPGK 6103
Course Title
Research in Early Childhood Education
Child Develo pment
Credit
3
3

Course Code
PPGK 6301
Course Title
Curriculum in Early Child hood Education
Credit
3
PPGK 6302
Organization and Management of Early Childhood

Program
PPGK 6303
Language and Literacy of Early Child hood
PPGK 6304
Play and Creative Expression
PPGK 6305
Early Childhood Interventio n
PPGK 6307
Trend and Issues in Early Childhood Educatio n
249

1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
250
MASTER OF EDUCATIONAL
MANAGEMENT
MASTERS PROGRAMMES
2014/2015 SESSION
251

1.
Type of Programme
The types of programmes offered under the Master of Educatio nal Management provisio n are as
follows:
2.
(1)
Programme by Coursework, that is, a programme of study wholly by way of lectures which
may involve producing a Research Report.
(2)

Dissertation
Entry Requir ements

(1)
(a)
or
(b)
Bachelors Degree with Education;
or
(c)
Bachelors Degree; and

(i)
Postgraduate Dip loma in Education
or
(ii)
or
(iii)

by the Senate;
or
(iv)
Diploma in Management recognised by the University;
or
(v)
Work experie nce in a relevant field

252
or
(d)
Professional qualifications from a recognised professio nal body
or
(e)
(2)
other qualifications approved by the Senate from time to ti me

or
3.
Duration of Studies
The minimum duration of studies for the Master of Educational Management are as follows:
4.
(1)
Programme by Coursework is three (3) normal semesters.
(2)
Programme by Research is two (2) normal semesters.
Programme Goals
To produce qualified graduates with hig h level skills for managing and administeringeducatio nal
organisations with efficiency and effectiveness at part with the educational management practice in
develo ped countrie s.
5.
Programme Outcomes
PO1
Capable of acquirin g command of both practical and theoretical knowledge in the field of
educational organisatio n and management.
PO2
Exhibit practical skills in the aspects of plannin g, managin g, leadin g and organisin g an
educational organisatio n through evaluation and research in educational management.
PO3
Pracice accountability and social responsibility related to educational management to certain

quarters especially the community.
PO4
Practice noble valu es and professio nal ethics in educational management.
PO5
Implement good communication, interaction and teamwork to achie ve organisatio nal goals.
253
6.
PO6
Implement critical and creative thinkin g in decision making and problem solving related to
educational management theory and practice.
PO7
Manage academic information from various sources as the basis of lifelong le arning.
PO8
Produce in novative id eas relate d to educatio nal management knowle dge.
Programme Structure
(1)
The programme of studies for the Master of Educatio nal Management is offered in two (2)
course modes namely by Coursework worth forty-five (45) credits and by Research. The
(a)
.
(b)
(i)
Two (2) Faculty Core Courses each worth three (3) credits and one (1)
more Faculty Core Course worth twelve (12) credits; and
(ii)
Nine (9) Compulsory Courses in the Field of Secialization with each

course totaling three (3) credits

This programme is conducted entirely by research le ading to the production of
dissertatio n. However, the candid ate is required to take a course in introduction to
Research in Education (PXGZ6101).
(2)
Details of the courses offered are as approved by the Senate from time to ti me on the
Faculty recommendatio n and are made known to candid ates at the beginning of each
session.
(3)
The list of courses approved by the Senate for the Master of Educatio nal Management
programme by Coursework is as stated in List 1. Candidates shall be informed of the
required course combination for this programme before the initial registration
254
LIST 1
Courses approved by Senate for the Master of Educational Management
Course Code
PXGM 6104
Course Title
Research in Educational Administration and Management
Credit
3
PXGZ 6102
PXGM 6192
Educational Management Research Report
12

Course Code
Course Title
Credit
PXGM 6101
Theories and Concepts in Educational Management
PXGM 6102
Educational Administration and Organizatio n
PXGM 6103
Educational Leadership
PXGM 6105
Issues in Supervision and Instructional Improvement in Educational

Organizations
PXGM 6106
Information and Technology in Educational Management
PXGM 6107
Human Resource Management in Education
PXGM 6108
Management of Strategic Policy in Education
PXGM 6109
Financial Plannin g and Economy of Education
PXGM 6110
Creativity and Changes in Educational Management
255

1.
2.
Course Registration
(1)
Course registration is held in the perio d two (2) weeks beginning from the start of the
semester.
(2)
A candidate must register for at least three (3) credits inclu din g the credit allocate d for
research at any semester unle ss he/she has been permitted to withdraw from a particula r
semester.
Supervision
Appointment of supervisor is as follows:
(1)
Appointment of supervisor is not later than the first semester of study.
(2)
Appointment of supervisor must be done befo re candidate registers for the programme.
3.

The confirmation of field of study for the dissertatio n and research report must be done before the
candid ate begins his or her research.
4.
Submission
(1)
Title of Research Report should be submitted to the Faculty for approval no later th an one
month before the candid ate submits the research report for examination.
(2)
256
MASTER OF INSTRUCTIONAL
TECHNOLOGY
MASTERS PROGRAMMES
2014/2015 SESSION
257

1.
Type of Programme
The types of programmes offered under the Master of Instructional Technolo gy provision are as
follows:
2.
(1)
(2)

Dissertation.
Entry Requir ements

(1)
(a)
or
(b)
Bachelors Degree with Education;
or
(c)
Bachelors Degree; and

(i)
or
(ii)
or
(iii)
Relevant teachin g experience in an educatio nal institution recognised by

the Senate;
or
(iv)
Work experie nce in a relevant field
or
(d)
Professional qualifications from a recognised professio nal body;
or
(e)

258
(2)

or
3.
Duration of Studies
The minimum duration of studies for the Master of Instructional Technolo gy are as follows:
4.
(1)
(2)
Programme Objective
The programme objective is to produce qualified and hig hly skilled graduates to prepare professio nals
in the field of instructional tchnolo gy with knowle dge and skills in desig nin g, developing, usin g,
evaluating and managing systems, processes, materials, resources and in novation to enhance
learning in various contexts.
5.
Programme Outcomes
PO1
Master the theory and models of instructional design and technolo gy;
PO2
Use instructional technology as a tool and system to improve learnin g and

performance;
PO3
Showing interest and concern for others in performing dutie s as a teacher;
PO4
Subsribe to the highest level of ethicalstandards and practice in the field of instructional
technology;
PO5
Communicate, lead and effectively manage information and collaborate with others in
education;
PO6
Critically analyze research, trends and issues related to the field of educational
technology;
PO7
Engage in lifelong learnin g and managing information related to educational

technology; and
PO8
Produce and market innovative products in learning for vario us stakeholders in need of
audie nces and for delivery of learning in various environments.
259
6.
Programme Structure
(1)
The Master of Instructional Technolo gy Programme is offered in two modes: by Coursework

and Research and Research only, for a tota l of fifty-five (55) credits. The deta ils are as
follows:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
One (1) Elective Course in Field of Specia lizatio n each worth three (3)
credits
(iv)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Instructional Technology
registration.
260
LIST 1
Courses Approved by Senate for the Master of Instructional Technology
Course Code
Course Title
Credit
PXGZ 6101
PXGT 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106
Compulsory Courses in the Filed of Specialization

Course Code
PXGT 6111
PXGT 6113
Course Title
Research in Instructio nal Technolo gy
Basic Instructional Design and Technolo gy
Credit
3
3
Elective Courses in the Filed of Specialization

Course Code
PXGT 6301
Course Title
Psychology of Learning and Instruction Model
Credit
3
PXGT 6302
Advance Instructio nal Design and Technolo gy
PXGT 6303
Learnin g Communities
261

1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
262
MASTER OF MATHEMATICS
EDUCATION WITH INFORMATION
COMMUNICATION AND
TECHNOLOGY
MASTERS PROGRAMMES
2014/2015 SESSION
263
MASTER OF MATHEMATICS EDUCATION WITH INFORMATION

Master of Mathematics Education with Information Communication and Technology
1.
Type of Programme
The types of programmes offered under the Master of Mathematics Education with Information
Communication and Technology provisio n are as follo ws:
2.
(1)
(2)

Dissertation.
Entry Requir ements

(1)
(a)
Bachelor of Science with Education with a credit or its equivalent in mathematics

specialism;
or
(b)
Bachelors Degree with a mathematics foundation with a credit or equivalent; and

(i)
a Postgraduate Dip loma in Education;
or
(ii)
or
(iii)
Relevant teachin g experie nce in an educatio nal institution recognised by

the Senate;
or
(c)
or
(d)
264
(2)

or
3.
Duration of Studies
The minimum duratio n of studie s for the Master of Mathematics Educatio n with Information
Communication and Technology are as follows:
4.
(1)
(2)
Programme Goals
The target is to produce graduate s who are qualifie d and highly skille d to produce graduates who are
knowledgeable, skilled and able to catalyse the develo pment and changes in ICT-based mathematics
education, with ability to make accurate and effective decisions in matters relating to ICT-based
mathematics education, ability to contribute as a productive member in the development of
mathematics education and the use of ICT in mathematics educatio n, ability to assess the scie ntific
literature on mathematics education and the use of ICT in education effectively and ability to conduct
viable research in ICT-based mathematics education.
5.
Programme Outcomes
PO1
Acquire and develop knowledge of ICT application in mathematics educatio n and the
latest advances in compute r aid ed teachin g and le arning of mathematics;
PO2
Apply various educational theories in mathematics ateaching and learning based on

ICT as well as conduct rele vant research with effectiveness and efficiency;
PO3
Make a positive contrib utio n in fulfilling social responsibility relate d to ICT usage in
mathematics education in the lo cal as well as international areana;
PO4
Practice noble values, positive attitude, and professio nal ethics in the field of
education and daily life ;
Use knowle dge of mathematics and technolo gy to strengthen communication,
enhance leadership and in crease the capability for teamwork;
PO5
PO6
Enhance thinking skills and act in a scie ntific manner as well as strengthen proble m
solving skills involvin g mathematics and ICT;
PO7
Involve in life long le arnin g and manage information relate d to mathematics and
science education; and
265
Create local and glo bal networks with various stakehold ers to raise th e quality og
mathematics education using ICT.
PO8
6.
Programme Structure
(1)
The Master of Mathematics Education with Information Communication and Technology

Programme is offered in two modes: by Coursework and Research and Research only, for a
total of fifty-eight (58) credits. The deta ils are as follows:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)
One (1) Elective Course in Field of Specia lizatio n from Faculty of

Education for a total of three (3) credits; and
(iv)

Computer Science and Information Technolo gy for a total of three (3)
credits
(v)
(2)
session.
(3)
The list of courses approved by the Senate for the Master of Mathematics Education with
Information Communication and Technology programme by Coursework and Research is as
stated in List 1. Candid ates shall be informed of the required course combinatio n for this
programme before the initia l registratio n
266
LIST 1
Course Approved by Senate for the Master of Mathematics Education with Information Communication
and Technology Programme
Course Code
PXGZ 6101
PMGS 6190
Dissertation
Course Tittle
Credit
3
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106

Course Code
Course Tittle
Credit
PMGC 6101
Information Communication and Technolo gy in Mathematics

Education
WXGB 6321
Web Publishin g
Elective Courses in the Field of Specialization from Faculty of Education

Course Code
Course Tittle
Credit
PMGS 6101
Research in Mathematics Education: Theoretical Perspectives
PMGS 6102
Curriculum Design and Planning in Mathematics Education
PMGS 6303
Perspectives on Proble m Solving in Mathematics Education
Elective Courses in the Fie ld of Specialization from Faculty of Computer Science and Information
Technology
Course Code
Course Tittle
Credit
WXGB 6311
Digital Librarie s
WXGB 6333
Librarie s, Information and Society
267

Master of Mathematics Education with Information Communication and Technology
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
268
MASTER OF SCIENCE EDUCATION

WITH INFORMATION
COMMUNICATION AND
TECHNOLOGY
MASTERS PROGRAMMES
2014/2015 SESSION
269
MASTER OF SCIENCE EDUCATION WITH INFORMATION

Master of Science Education with Information Communication and Technology
1.
Type of Programme
The types of programmes offered under the Master of Science Education with Information
Communication and Technology provisio n are as follo ws:
2.
(1)
(2)

Dissertation.
Entry Requir ements

(1)
(a)
Bachelor of Science with Educatio n with a credit or its equivale nt in a science

specialism;
or
(b)
Bachelors Degree with science foundatio n with credit or equivalent; and

(i)
or
(ii)
or
(iii)
Relevant teachin g experie nce in an educatio nal institution recognised by

the Senate;
or
(c)
or
(d)
Other qualifications approved by the Senate from time to time
270
(2)

or
3.
Duration of Studies
The minimum duration of studie s for the Master of Science Education with Information Communication
and Technology are as follows:
4.
(1)
(2)
Programme Objective
The goal of the program is to produce educators who can master and enhance the knowledge of ICT
in science educatio n and new developments in teaching and le arning of ICT-aided scie nce, apply and
integrate a variety of educational theorie s in teachin g and le arning of ICT-based science and
undertake rele vant research with efficie ncy and effectiveness, to interact and contrib ute positively in
meeting the socia l responsib ilitie s associated with the use of ICT in science education in both the local
and in ternational arena, practice moral values, positive attitudes and professional ethics in teaching
and daily life, use science and technolo gy to strengthen communications, improve le adership and
develo p th e ability to work in teams, improve skills in thin king and acting scientifically and strengthen
problem-solvin g skills that involve science and ICT, increase commitment to lifelong learning and
manage info rmation in science education, and create lo cal and global networks with various
stakehold ers to improve the quality of science educatio n with ICT.
5.
Programme Outcomes
At the end of programme, candidates are able to;
PO1
Demonstrate mastery of knowle dge of ICT applications in science educatio n and new
develo pments in ICT-aided science teaching and learnin g;
PO2
Apply a varie ty of educatio nal theories in teachin g and le arning of ICT-based science and
conduct relevant research with efficiency and effectiveness;
PO3
Contrib ute positively in meeting social responsibilities associated with the use of ICT in
science education in both the local and internatio nal arena;
Practice noble valu es, positive attitude, and professio nal eth ics in the fie ld of education and
daily life.
PO4
271
PO5
PO6
PO7
PO8
6.
Use knowledge of mathematics and technolo gy to strengthen communication, enhance

leadership and in crease the capability for teamwork.
Enhance thin king skills and act in a scientific manner as well as strengthen problem solvin g
skills involvin g science and ICT.
Engage in lifelo ng learnin g and manage in formation rela ted to science educatio n; and
Create lo cal and global networks with various stakehold ers to raise the quality og science
education using ICT.
Programme Structure
(1)
The Master of Sience Education with Information Communication and Technology

Programme is offered in two modes: by Coursework and Research and Research only, for a
total of fifty-eight (58) credits. The deta ils are as follows:
(a)

(i)
PXGZ 6101

PXGZ 6102
PXGZ 6103
PXGZ 6104
PXGZ 6105
PXGZ 6106
(b)

Survey Research
Future Studie s
(ii)

(iii)

Education for a total of three (3) credits; and
(iv)

Computer Science and Information Technolo gy for a total of three (3)
credits
(v)
272
(2)
session.
(3)
The list of courses approved by th e Senate for the Master of Science Education with
Information Communication and Technology programme by Coursework and Research is as
stated in List 1. Candid ates shall be informed of the required course combinatio n for this
programme before the initia l registratio n
273
LIST 1
Courses Approved by Senate for the Master of Science Education with Information Communication and
Technology

Course Code
Course Tittle
Credit
PXGZ 6101
PMGS 6190
Dissertation
40

Course Code
Course Title
Credit
PXGZ 6102
PXGZ 6103
PXGZ 6104
Survey Research
PXGZ 6105
Future Studie s
PXGZ 6106

Course Code
Course Tittle
Credit
PMGE 6101
Information and Communication Technolo gy in Science Educatio n
WXGB 6321
Web Publishin g
Elective Courses in the Field of Specialization from Faculty of Education

Course Code
Course Tittle
Credit
PMGS 6120
Research in Science Educatio n
PMGS 6121
Curriculum Studies in Science Education
PMGS 6320
Cognition in Science Education
Elective Courses in the Fie ld of Specialization from Faculty of Computer Science and Information
Technology
Course Code
Course Tittle
Credit
WXGB 6311
Digital Librarie s
WXGB 6333
Librarie s, Information and Society
274

Master of Science Education with Information Communication and Technology
1.
2.
Course Registration
(1)
semester.
(2)
questio n.
Supervision
(1)

(2)
programme.
3.

research.
4.
Submission
(1)

(2)
(3)
275
COURSE DESCRIPTION
MASTERS PROGRAMMES
2014/2015 SESSION
276
PAGS 6103
INTERPRETATION OF SOCIOLOGY OF EDUCATION
3 CREDITS
Synopsis
The purpose of this course is to introduce to students the rela tionships between sociolo gy and
education. This relatio nship will complement the students to understand the foundation and critiques towards
humans social behavio rs in implementation education in school. The discussion of this relationship
encompasses the micro and macro contexts in relatio n to the process of school education. Among the topics
discussed are the main ideolo gy/stream; education process and curriculu m development; hidden curriculu m and
issues in class room such as gender, race, careers and etc.
Assesment Method
: Continuous assessment (Cla ss forum; Assignments; Presentations): 70%,

Examination: 30%
Medium of Instruction
: Malay and English Language
Main References
Banks, O. (2006) Sosiolo gi Pendid ikan (Terjemahan:Robiah Sidin & Zaiton Sidin ) KL; Dewan Bahasa dan
Pustaka
Chew, S.B, Lee K.H., & Quek, A.H. (Eds) (2005). Education & Work: Aspiration of Malaysian Secondary
School Students. Kuala Lumpur: UM Press.
Quek A.H. (2003) The Social Psycholo gy of Career, Kuala Lumpur: Lingua Sdn.Bhd.
Lee K.H., Quek, A.H. & Chew, S.B. (Eds.) (2001). Education & Work: The State of Transitio n. Kuala
Lumpur: UM. Press.
Moore, W.E.(1986) Perubahan Sosia l (Terjemahan: Cheu, H.T.) KL; Dewan Bahasa dan Pustaka.
PAGS 6106
INTRODUCTION TO PHILOSOPH Y OF EDUCATION
3 CREDITS
Synopsis
This course aims to expose students to id entify major educational theories that influenced the
develo pment of Western educational philo sophy of the world, including Malaysia. In addition to the history of
literature reveals these th eories, the arguments for and against the statement or understanding of educatio nal
philo sophy flows will be discussed. Comparison will also be discussed, namely the educational philo sophy of
Western and non-Western as Philosophy of Islamic Educatio n. Emphasis discussio n focused on theory and
practice of educational philosophy flows that exist at present, especia lly in Malaysia .
Assesment Method
: Continuous assessment (Assignments; Presenta tions): 70%,

Examination: 30%
Main References
Abdul Fattah hasan (2007). Mengenal Falsafah Pendid ikan. Kuala Lumpur : Utusan Publications.
Wan Mohd Nor Wan Daud (2005). Falsafah dan Amalan Pendid ikan Islam. Kuala Lumpur: Universiti
Malaya.
Mortimer, J.A (1999). The Great Ideas : A Lexion of Western Thought. London : Routledge.
Noddings, N. (1995). Philisophy of education. Colorado. Westview Press.
Al-Syaibani, Omar (1991). Falsafah Pendid ikan Islam. Terj. Hassan Langgulu ng. Shah Alam: Hizbi.
Al-Attas, S.M. Naquib (1980). The Concept of Educatio n in Islam. Kuala Lumpur: ABIM.
277
PAGS 6107
ANALYSIS OF PHILOSOPHY IN EDUCATION
3 CREDITS
Synopsis
This course aims to expose students to what is understood by philo sophical activity. Philosophy
involves efforts to get the basic picture of the existence of meaning and use of the word, the concept behind the
words and the reasons and arguments for the issues in volvin g the philosophy of educatio n can be discussed
with the firm. Special emphasis will be given to the conceptual problems through lin guistic analysis, analysis of
concepts and ordinary la nguage philosophy. When this method is applied in education, it will in volve analysis of
key concepts such as education, teachin g, learning, indoktrin isasi, creativity and critical thin king.
Assesment Method
: Continuous Assessment (Assignment, Test, Presentations): 60%,

Examination : 40%
Main References
Heaven, Patrick C. L.(2006). Contemporary Adole scence: A Socia l Psycholo gical Approach. Hong Kong:
Macmilan
Shoemaker, Donal J.(2000) Theories of Delinquency: An Examination of Explanations of Delinquent
Behavior. Oxford New York: University Press.
Burton, John (1997).Violence Explain ed. Manchester: Mancherster University Press.
PAGS 6108
ISLAMIC EDUCATION CURRICULUM
3 CREDITS
Synopsis
This course aims to give students in-depth knowle dge about a comprehensive defin ition of curriculu m
and its relatio n with Islamic Educatio n; enable them to analyze the curriculum theories and the history of Isla mic
education curriculu m; review th e desig n and implementa tion of the school and university level curriculum of
Islamic education in Malaysia; identify issues related to the Islamic education curriculum; summarize related
studies on curriculu m of Islamic education in and outside the country and ultimately train stu dents to desig n a
curriculum for Islamic education in the future.
Assesment Method
: Continuous Assessment ( Class forum, presentation, assignment) :70%,

Examination :30%
: Malay, English and Arabic Language
Main References
Al-Jarisyah, A. (2009). Nahwa nazariyyah li al-tarbiyyah al-Islamiyyah. Dar al-Tadhamun li al-Tibaah.
Ornstein, A.C. & Hunkins. (2008). Curriculum, foundation, princip les and issues. Boston : Allyn & Bacon.
Abu Bakar Nordin & Ikhsan Othman. (2003). Falsafah pendidikan dan kurikulu m. Tanjung Malim:
Quantum Books.
Suzalie Mohamad. (2003). Memahami isu-isu Pendidikan Islam di Malaysia. Kuala Lumpur: IKIM.
Sowell, E.J. (2000). Curriculu m: An Integrative Introduction. New Jersey: Prentice Hall.
278
PAGS 6109
RESEARCH IN ISLAMIC EDUCATION
3 CREDITS
Synopsis
This course is aimed at exposing students to the philo sophy and basic concepts as applied in research
as an important process for the development of the Islamic educatio n discipline. The fo cus of discussion in the
course covers basic theories and methods of qualitative and quantitative research in education, highlighting the
various rela ted research desig ns, such as survey, experimental, case studies, action research, historiography,
and so forth. Students will also be trained to analyze the use of these approaches and prin ciple s in rela tion to
research studies in Islamic education that have been conducted. Students will apply knowledge gained through
the preparatio n of research proposals and micro research will be conducted for fulfilling the course
requirements. The discussions will also include the traditional perspectives in research to ensure that the
philo sophical framework of research in Islam is not neglected in the performance of contemporary research.
Assesment Method
: Continuous Assessment (Class forum, presentation, assignment) :70%,

Examination :30%
Main References
Al-Asad, Nasiruddin (2009). Tasawwurat Islamiyyah fi al-Talim al-Jamiiyy wa al-Bahs al-Ilmiyy. Amman:
Rawai Majdlawi
Al-Nashshar, Ali Saami (2009). Manahij al-Bahs in d Mufakkiri al-Islam, Beirut : Dar al-Nahdhah al- Arabiyyah
Cresswell, J.W (2008) Educatio nal research: Plannin g, conducting, and evalu ating quantitative and
qualitative research -3rd Edition. : Pearson/Merrill Prentice Hall
Cresswell, J.W (2008) Research design: Qualitative, quantitative, and mix ed methods approaches -3rd
Edition. California : Sage Publications
Suzalie Mohamad (2003). Memahami Isu-isu Pendidikan Islam di Malaysia. Kuala Lumpur : IKIM
Neuendorf, K.A (2001). The Content Analysis Guidebook. New York: Sage Publication.
279
PAGS 6110
VALUES EDUCATION CURRICULUM
3 CREDITS
Synopsis
This course enables students to examine and understand the aims, obje ctives and organisatio n of
curriculum pertain ing to valu es educatio n in the educatio nal system for schools and higher institutio ns of
learning. Topics to be discussed in clude: aims of values education programme in schools and in stitutions of
higher le arning, obje ctives of values education curriculum, organisation of the curriculum, curriculu m content and
its implications to teaching and learnin g as well as on the aspects of curriculu m change and innovatio ns.
Emphasis will be given to research on the implementation of values education programme in the educatio nal
system in the region of Asia and Western countries.
Assesment Method

Examination: 30%
Main References
Vishalache Balakrishnan (2009). Pendidikan Moral untuk universiti dan kolej. Subang Jaya: Arah Pendidikan
Power, C.F, Nuzzi, R.J., Narvaez, D., Lapsley, D.K. & Hunt, T.C. (eds) (2007). Moral education [Two
Volumes]: A handbook. Greenwood Publishing Group, Incorporated.
Chang Lee Hoon, Norani Mohd Salleh, Wan Hasmah Wan Mamat & Vishalache Bala krishnan (2008) (Eds.),
AsiaPacific Moral, Civic and Citizenship Education. Kuala Lumpur: University of Malaya Press.
PAGS 6111
RESEARCH IN VALU ES EDUCATION
3 CREDITS
Synopsis
This course in troduces students to challenges, issues and processes in research in volvin g values
education. Among the topics discussed are (a) concepts and theorie s used as a basis for research in values
education (b) method and research design in the fie ld of valu es educatio n (c) data colle ction and data analysis in
the field of values education. This course requires students to critically analysis issue in research which have
been conducted in valu es educatio n.
Assesment Method

Examination: 30%
Main References
Killen, M. & Smetana, J. (2006). Handbook of moral development. Hillsdale : Lawrence Erlbaum Associates.
Bogdan, R.C. & Biklen, S.K. (2003). Qualita tive research for education: an in troduction to theory and
methods (4 th ed.). Boston: Allyn & Bacon.
Journal of Moral Education.
280
PAGS 6112
ART EDUCATION R ESEARCH
3 CREDITS
Synopsis
The course aims to provide students with knowle dge on methods and methodologies, and skills for
conducting contemporary research in art education. Important contents in clude discussio ns and examination of
research methods that are commonly used to study aspects in the field of art education. The student will engage
in a minor research project using a method of his/her choice to study issues rele vant to art teaching or student
learning in an educational context.
Assesment Method
: Continuous assessment (Assignments; small scale research;

presentatio ns): 70%, Exam: 30%
Main References
Creswell, John W. (2005). Educational research: Plannin g, conducting, and evaluating quantitative and
qualitative research (2 nd Ed.). Upper Saddle Valle y: Prentice Hall.
Sullivan, G. (2005). Art practice as research. London: SAGE Publications
Leeuwen, Theo van , & Jewitt, Carey. (2001). Handbook of visual analysis. London: SAGE Publications.
Cohen, L., Manion, L., & Marrison, K. (2000). Research methods in educatio n (5 th Ed.). London: Routledge
Falmer.
PAGS 6113
ARTS EDUCATION CURRICULUM DESIGN
3 CREDITS
Synopsis
This course explores the historical and contemporary perspectives of childrens artistic develo pment.
The aims, among which, are to examine the relatio nships between child rens in telle ctual growth, creative ability
and makin g art responses. Among the main topics discussed are history and theorie s of childrens art,
characte ristics and development of childrens strategie s in art, and child ren as art critics.
Assesment Method

presenta tions): 70%, Exam: 30%
Main References
Schiller, W. (2000) (ed.). Thin king through the arts. Singapore: Harwood Academic Publishers
Cox, M. (1992). Child rens drawings. London: Penguin Books
Golomb, C. (1992). The child s creation of pictorial world . Berkeley, CA: University of California Press.
281
PAGS 6114
CURRICULUM DESIGN FOR SOCIAL SCIENCE EDUCATION
3 CREDITS
Synopsis
This course aims to give students in-depth knowle dge about the fu ndamental design of the curriculu m
and the diversity of orie ntatio ns th at in fluence the design of educational curriculu m of socia l scie nce discip lin es,
including History, Geography, Commerce, Economics, Accounting and Educational Values / Moral. Students will
be taught to analyze complexity in current curriculum develo pment and curriculum of the future. Detailed studie s
will be conducted on the socia l organization of science education curricula , such as the preparatio n accordin g to
subjects or disciplines, obje ctives-based approach, in tegrated approach, a holistic approach, th e spiral
approach, thematic approach, and oth ers. Focus will also be given to discussions on new challenges and impact
on social science education curriculum in information technolo gy, glo balizatio n and human capita l formation.
Assesment Method
: Continuous assessment (Presentation,Test, Assignment): 70%,

Examination: 30%
Main References
Allan C. Ornstein, Edward F. Pajak & Stacey B. Ornstein. (2009). Contemporary issues in curriculu m. 4th. ed.
Boston: Pearson
Colin J. Marsh & George Willis (2007). Curriculum: Alternative approaches, ongoing issues. 4th ed. Merrill
Prentice Hall: Pearson.
Allan C. Ornstein & Francis P. Hunkins. (1998). Curriculum: Foundations, princilp les, and issues. 3rd ed.
Boston: Allyn & Bacon.
Jackson P.W. (ed) (1992). Handbook for research in curriculum. New York: Mac Millan Publishin g Company.
Shaver, J.S. (1991). Handbook on research on social studies, teachin g and le arning. New York: MacMillan.
PAGS 6115
RESEARCH IN SOCIAL SC IENCE
3 CREDITS
Synopsis
This course will introduce students to the proble ms, issues and processes in social scie nce research.
Among the topics to be discussed are: the theory used as a basis in social science educatio n research,
methods, research desig n and data collectio n and analysis strategies. This course in volves students in critical
analysis of research article s that have run in the fields of social science education.
Assesment Method
: Continuous assessment (presentations, tests, assignments): 60%,

Examination: 40%
Main References
James H. McMillan & Sally Schumacher. (2010). Research in educatio n. 7th ed. Boston: Pearson.
John W. Creswell & Vicki L. Plano Clark. (2007). Mixed method research. London: Sage Publication.
Lim Chong Hin. (2007). Penyelid ikan pendidikan: Pendekatan kuantitatif dan kualitatif. Kuala Lumpur:Mc
Graw Hill.
Vincent A. Anfara, Jr. & Norma T.Mertz. (2006). Theoretical frameworks in qualitative research. London:
Sage Publication.
Shaver, J.S. (1991). Handbook on research on social studies, teachin g and le arning. New York: MacMillan.
282
PAGS 6116
ETHNOGRAPH Y R ESEARCH IN EDUCATION
3 CREDITS
Synopsis
This is an in troductory to research method usin g ethnography in the field of education focusing on
socio-cultural school settings. Students will have the opportunity to understand the epistemology, princip les and
basic techniques/ strate gy that are common in ethnography. Students will also have the opportu nity to discuss
and carry-out in practice some observatio nal, intervie ws, analysis of data and reporting.
Assesment Method
: Continuous assessment (Cla ss forum; Assignments; Presentations): 70%,

Examination: 30%
Main References
Wood, P (2008). Inside school: Ethnography in educational research. New York: Routle dge & Kegan Paul
Strauss, A & Juliet Corbin .(2007). Basics of qualitative research: Grounded theory procedures and techniq ues.
Newbury Park: California; Sage Publicatio n
Dey, Ian. (2005). Qualita tive data analysis: A user friendly guide for social studies. London: Routledge.
PAGS 6305
SOCIOLOGY OF ADOLESCENT
3 CREDITS
Synopsis
The course focuses on: Elaboration and in terpreta tion of sociolo gy about the adolescents world,
organization authority and individual freedom, role and behavio ral role in organization and peer group,
authoritative and disciplin es, behavio ral proble ms, and the social scie nce experiences by the adole scents,
perspectives by a few parties towards adole scents, theories of adolescents (example: Focal Theory by Dr.John
C.Coleman), role of language in dete rmining the understanding of adole scents characteristics (example:
Metaphor Theory by Dr.Lim Hong Kuan)
Assesment Method

Examination: 30%
Main References
Nielsen,L.(1996). Adole scence:A contemporary view(3 rd ed). Fort Worth:Harcourt Brace, Javanovich
College Publishers.
Coleman, J.S. & Hendry,.L.(1990). The nature of adolescence (2 nd ed). London: Routledge.
Muuss, R.E. (Ed). (1990). Adole scent behavior and society: A book of reading (4th ed.). New York: Publishin g
Co.
283
PAGS 6306
DEVIANS DELIN QUENCY AND DISC IPLIN E
3 CREDITS
Synopsis
The course discusses the meanin gs, factors and theories that expla in discipline, deviants and
delin quent behavio urs especia lly from different cultural perspectives and civilizations. Apart from that the course
reviews issues pertaining to research methodolo gie s and questions often raised.
Assesment Method
: Continuous assessment (Cla ss forum; assignments; presentations): 70%,

Examination: 30%
Main References
Shoemaker, Donal J.(2000) Theorie s of Delinquency: An Examination of Explanations of Delinquent
Behavior. Oxford New York: University Press.
Burton, John (1997).Violence Explain ed. Manchester: Mancherster University Press.
Heaven, Patrick C. L.(1994). Contemporary Adole scence: A Socia l Psycholo gical Approach. Hong Kong:
Macmilan
PAGS 6315
SCHOOL, FAMILY AND C OMMUNITY
3 CREDITS
Synopsis
The course discuss theories which underscores the home, family and community link in clusive of
economy, social and political challenges in terms of changes in role and function of family, organization and
community regarding educatio n. The concept of school community, relevant issues, and school-home models
will also be discussed.
Assesment Method

Examination: 30%
Main References
M.Chatman.(2005) Preparing Educatio rs to Involve Families: From Theory to Practice. CA: Sage Publications
Inc.
Woodhead, M.(2000) dan McGrath, A. Fa mily, School & Society. London: Open University Heather,
B.Weiss, Holly Kreider, M.Elena Lopez & Celina.
Swap, Susan. (1993). Developing Home-School Partnership : From Concepts to Practice.
284
PAGS 6325
AL QURAN EDUCATION
3 CREDITS
Synopsis
This course is aimed at introducing students to the basic concepts of philosophy applie d in the
disciplin e of al-Quran Education. The focus of discussion in the course inclu des the evolution of al-Quran
education, the various components and branches of knowledge in th e discipline of al-Quran education, the
concept of integration in al-Quran education as well as issues and trends in the practice of al-Quran Education in
Malaysia and so on. Students will also be train ed to analyze and apply the theorie s, methods and appropria te
princip les of education to develop the discip line of al-Quran educatio n. Discussions in the course also take in to
consideratio n the traditio nal and contemporary perspective to ensure that the philosophical framework and
practice of al-Quran educatio n are not overlo oked in implementin g contemporary al-Quran education.
Assesment Method

Examination :30%
Main References
Abd Rahman Abd Ghani (2009) Rasm Uthmani pele ngkap pembacaan al Quran. Kuala Lumpur: YADIM
Ammar Fadzil (2007) Anatomi al Quran: Mengenal Ilmu, Sejarah & Kandungan Al-Quran. Sela ngor: PTS
Publications
Mohd Yusuf Ahmad,(2004) Sejarah dan kaedah pendidikan al Quran. Kuala Lumpur: Penerbit Universiti
Malaya
Bahagia n Kurikulum Pendid ikan Islam dan Moral (2002) Buku panduan kela s kemahiran alQuran. Putrajaya:
Jabatan Pendidikan Islam dan Moral
Haji Nik Jaafar Nik Ismail (1998). Qawaid al-Tarannum. Kuala Lumpur: Dar al-Fikr.
Mohd Ali Abu Bakar ( 1997) Seni lagu al Quran di Malaysia . Kuala Lumpur: Darulfikir
285
PAGS 6330
CITIZENSH IP EDUCATION AND PATRIOTISM
3 CREDITS
Synopsis
The aim of this course is to provide students with the information about concepts of knowledge, skills
and valu es in volved in citizenship education and patrio tism. Areas covered in this course inclu de: the conceptual
framework of citizenship education and patrio tism such as political and economic system, culture, patriotism,
national in tegration, rights and responsibilities, cultural diversity, global citizenship and peace, and citizenship
programs implemented in vario us Western and Eastern countries. The oth er topics include issues and proble ms
involved in implementing citizenship education and patriotism in Malaysia like the school curriculu m, teacher
trainin g and community participation. Focus is also given to research in volved in issues of citizenship education
and patrio tism
Assesment Method

Examination: 30%
Main References
Rubin , B.C. & Giarelli, J.M. (edt).(2007) Civic education for diverse citizens in global times. New York:
Routledge.
Nazaruddin Haji Mohd Jali (2001). Pengajia n Malaysia: Kenegaraan dan Kewarganegaraan. Petaling
Jaya: Prentice Hall.
Bailey, R. (2000). Teaching valu es and citizenship across the curriculum: Educating children to the world.
London: Kogan Page.
Davidson, A.J. & Stow, W. (2000). Social literacy: Citizenship education and the natio nal curriculu m.
London: Routledge Falmer.
PAGS 6332
ART PSYCHOLOGY
3 CREDITS
Synopsis
Assesment Method
: Continuous assessment (Assignments; Small Scale Research;

Presentations): 70%, Exam: 30%
Main References
Cox, M. (1992). Child rens drawings. London: Penguin Books
286
PAGS 6333
ASSESSM ENT AND EVALUATION OF ART EDUCATION
3 CREDITS
Synopsis
The course aims to enable students discuss and analyze theorie s of interpretation in the visual arts,
issues of assessment and evalu ation. Students will be involved in activitie s of test constructio n, analyzin g test
items and evalu ating test sets they have prepared themselves.
Assesment Method
: Continuous assessment (Assignments; Small Scale Research;

Presentations): 70%, Exam: 30%
: Malay Language
Main References
Macleod, K., & Holdridge, L. (2006). Thinkin g through art: Reflections on art as research. London: Routledge
Dorn, C., Madeja, S.,& Sabol, R. (2004). Assessing espressive learning: A practical guid e for teacherdirected authentic assessment in K-12 Visual Arts Educatio n.Mahwah, NJ: Lawrence Erlb aum
Assoc. Publishers.
Gregory, Robert, J. (2004). Psychological testing: History, prin ciple s, and applicatio ns (4 th Ed.). New York:
Pearson.
Leeuwen, Theo van , & Jewitt, Carey. (2001). Handbook of visual analysis. London: SAGE Publications.
PAGS 6339
SOCIAL SCIENC E EDUCATION LESSON
3 CREDITS
Synopsis
Assesment Method
: Assignment: 70%, Final Examination: 30%
Main References
Norain i Id ris & Shuki Osman (2009). Pengajaran dan Pembelaja ran : Teori dan Praktis. Malaysia : Mc
Graw Hill.
Abd. Rahim Abd. Rashid (2002). Pengajaran dan Pembelaja ran Sains Sosial : Teori dan Amalan. Kuala
Lumpur : Universiti Malaya
Anderson, L.W., Krathwohl, D.R. (eds) (2001). A taxonomy for learning, teaching and assessin g: a revision of
Blooms taxonomy of educatio nal obje ctive. New York: McGRaw-Hill.
Joyce, B. Weil, M., & Calhoun, E. (2000). Models of teaching. Boston: Allyn & Bacon.
Baird, J., & Mitchell, I.J. (1986). Improvin g the quality of teachin g and le arning: An Australian case study
The PEEL project. Melbourne: The Monash University Press.
287
PAGS 6341
EVALUATION OF SOCIAL SCIENCE EDUCATION
3 CREDITS
Synopsis
This course will introduce students to the theory and practice of educational evaluation in socia l
science subje cts, especially from the aspect of summative and formative assessment, construction of
assessment items according to the subje ct in socia l scie nce and applicatio n of assessment in the classroom as
well as to discuss trade issues and the evaluation of social science educatio n.
Assesment Method
: Continuous assessment (Assignments; Presenta tions): 70%, Exam: 30%
Main References
Mohamad Sahari Nordin (2002). Pengujian Dan Penaksiran Di Bilik Darja h. Kuala Lumpur : Dewan
Bahasa dan Pustaka
Airasian, P.W, (2000). Assessment in The Classroom: A Concise Approach. Boston: Mc-Graw-Hill
Lambert D & Lines D. (2000), Understanding Assessment. New York : RoutledgeFalmer
Adersen, L. W. (1981). Assessing affective characteristic in the school. Boston: Allyn and Bacon
PAGS 6344
ETHICS AND M ORAL DEVELOPMENT TH EOR Y
3 CREDITS
Synopsis
This course aims to expose students to the definitio n of the concept of a comprehensive eth ics and
morality, theorie s rela ted to moral and behavior from various perspectives; study the propertie s of spiritual reality
in terms of morality and moral educatio n; and moral implicatio ns fo r developmental theory of moral education in
schools and institutions of higher le arnin g, the fa ctors that in fluence human development and moral character,
and analysis of studies related to ethics and moral develo pment in the world and locally.
Assesment Method
: Continuous Assessment (Class forum; Presentation, Assignment) :70%,

Examination :30%
Main References
Mohd. Nasir bin Omar. (2003). Christian and muslim ethics. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Amini, Ibrahim. (1997). Self buildin g : an Islamic guid e for spiritual migration. Qum: Ansariyan publication.
Kurtines, W.M. & Gewitz, J.L. (Eds) (1995). Moral development:An introduction. Boston: Allyn & Bacon.
Al-Ghazali (Imam Ghazali). (1992). 4 jilid ,cet. ke-2. Ihya Ulu middin (mengembangkan ilmu-ilmu agama).
Terj. TK. H. Ismail Yakub. Singapura: Pustaka Nasional PTE LTD
288
PAGS 6346
DEVELOPMENTAL TREND AND ISSU ES AND EDUCATION
3 CREDITS
Synopsis
The course discusses contemporary issues on social development looking from in-depth socia l
structural and rela tionship with socia l institutio ns inclusive of education. Students will have some theoretical
understandin g on some relevant theorie s such as dependency and world system theories as a way to
understand better contemporary issues, barriers and role government, NGOs and others pla y in socia l
develo pment.
Assesment Method
: Continuous Assessment ( Presentation, Assignment) :70%,

Examination :30%
Main References
Noor Shakirah Mat Akhir. (2008). Al Ghazali and his theory of the soul: A comparative study. Pulau
Pinang: Penerbit USM.
Ahmad Mohd Said & Khalidah Salekan. (Eds.) (2007). Pembangunan insan: Aspirasi dan realiti. Kajang:
Kolej Dar al Hikmah.
Rashid Sid diq ui. (Ed.) (2004) Tazkiyah: The Islamic path of self-development. Markfield: The Isla mic
Foundatio n.
Palmer, J.A. (Ed.) (2001). Fifty major thinkers on educatio n. London: Routledge.
Al Attas, S.M Naquib (1984). The concept of education in Islam, Kuala Lumpur: ISTAC
289
PAGS 6347
INSTRUCTIONAL TECHNOLOGY IN SOCIAL SCIENC E EDUCATION
3 CREDITS
Synopsis
This course is aimed at in troducing students to th e basic framework of the theory of teaching with
technology applicatio ns in teachin g and le arning of Social Science Education. The focus of course discussion
covers basic prin ciple s of instructio nal desig n that form the backdrop for in structional technology applicatio ns,
followed by the introduction to info rmation and communicatio ns technology, especially computer technology,
internet and multimedia. Students will be guided to apply the knowle dge gained th rough the develo pment of
teachin g and learnin g materia ls in Social Science Education to meet the course requirements. They will also
analyze the existing teaching and le arning materials as well as discuss a proposal for research to be conducted
on in tegrating in structional technolo gy in to Socia l Science education using the appropria te approach and
methodolo gy.
Assesment Method

Examination :30%
Main References
Jamaludin Badushah, Abd. Rashid Johar & Muhammad Hussin (2009), Inovasi dan teknolo gi dala m
pengaja ran dan pembelaja ran, AJM Publishin g Enterprise.
Lynch, P (2008). Web style: basic desig n princip les for creating website s. Massachusetts: Yale University
Press.
Kahn, B (2005). Web-based in struction. Washin gton DC: Educational Technology Publicatio n.
Fallow, S. & Bhanot, R. (2002) Educational develo pment through information and communications technology.
London: Kogan Page
Duffy, J.D., McDonald, J.B. & Mizell, A.P (2003). Teaching and le arning with technology. Boston: Allyn
and Bacon.
Abd. Rahman Daud (1999), Teknologi pendidikan: konsep, peranan dan perkembangan. Selangor:
Edusystem Sdn. Bhd.
290
PAGS 6348
ULUM SYARIAH EDUCATION
3 CREDITS
Synopsyis
This course is aimed at exposing students to the basic concepts of philo sophy and discip line applied
to the Ulu m Syariah Education . The focus of discussio n in the course covers th e evolutio n of Ulum Syariah
Education, the various components and branches of knowledge in the disciplin e of Ulum Syaria h Educatio n, the
concept of unity in Ulum Syariah Education as well as issues and trends in the practice Ulum Syariah Education
in Malaysia and so forth. Students will be trained to analyze the theorie s and its applicatio n, methods and
princip les to develo p appropria te educational disciplines in Ulu m Syariah Educatio n. Discussions in the course
also take into account traditional and contemporary perspectives to ensure th at the philosophical and practical
framework Ulu m Syariah Educatio n is not negle cted in th e perfo rmance of contemporary Ulum Syariah
Education.
Assesment Method

Examination :30%
: Malay, Arabic and English Language
Main References
M. Quraish Shihab (2008) Membumikan al Quran, Jakarta: Pustaka Mizan
Saedah Siraj (2008) Kurikulum masa depan. Kuala Lumpur: Penerbit Universiti Malaya
Suzalie Mohamad (ed.) (2003) Memahami isu-isu Pendidikan Islam di Malaysia. Kuala Lumpur: Institut
Kefahaman Islam Malaysia.
Ismail Abbas. (2002) Kesan pendekatan penyelesaian masalah dalam pengajaran aqid ah pela jar tingkatan
empat. Tesis Ijazah Doktor Falsafah (tidak diterbitkan). Fakulti Pendidikan, Universiti Malaya
Mahmood Zuhdi Hj. Ab. Majid. (ed.) (2001) Dinamisme pengajian syariah. Kuala Lumpur: Akademi Pengajian
Islam U M
Al Qaradhawi, Yusuf (t.t.) Al Madkhal lidirasat al syariah al Islamiyah. Beirut: Muassasah al Risala h
291
PAGS 6349
SOCIOLOGY OF EDUCATION: C OMPARATIVE PER SPECTIVES
3 CREDITS
Synopsis
This course aims to introduce students to the basic concepts of sociology of education from the
perspective of Islam and the West. It discusses the princip les th at form the basis of Islamic and Western vie ws
on society and its characteristics. It will explo re vario us aspects such as socia l in stitutions, social classificatio n,
social education, social valu es, major educational in stitutions in th e socialization process, with emphasis on
traditional institutio ns and other variables. Discussions will also touch the discourse of Islam and Western ideas
about the role of education in buildin g a society and civilization. Students will be train ed to critically analyze
social issues of contemporary sociological thinking on the framework of Islam and the West. It aims to enable
them to apply th e knowledge gained by submitting proposals for practical solutio ns to face these issues in the
context of local and in ternational. Talk of the course also fo cuses on methods and research methodolo gy is
appropriate in carrying out comparative study of the socio logy of education.
Assesment Method
: Continuous Assessment ( Presentation, Assignment) :70%,

Examination :30%
Main References
Abdul Razak Ahmad, Rozita Abdul Latif, Didin Sarip udin (2008) Masyarakat dan pendid ikan: perspektif
sosiologi. Kuanta n: Yayasan Istana Abdulaziz.
Macionis, J.J (2008). Sociology, 12 th ed., New Jersey: Pearson Education.
Saleh Faghirzadeh (2008) Sosiologi sosiolo gi, (terj. Mohd Fauzi Yaacob), Kuala Lumpur: Intitut
Terjemahan
Negara Malaysia
El Mesawi, Mohamed Tahir (2007) A muslim theory of human socie ty. Batu Caves:Thinkers Lib rary.
Ballantin e, J.H (2001) The sociolo gy of educatio n, a systematic anlysis, 5 th ed., New Jersey: Pearson
Education.
292
PAGS 6350
PHILOSOPH Y OF EDUCATION : COM PARATIVE PERSPECTIVE
3 CREDITS
Synopsis
This course aims to engage students in more detail in the discussion of philosophy of education th at
exists in the educational world, was and is a practice in Malaysia . A stream of thought education was a
distinctive educational philo sophy, and therefore critical analysis will focus on domains that exist in the
Philosophy of Education. It will be linked directly to analysis of key concepts such as education, teachin g,
learning, indoktrinisasi, curriculum, creativity and critical thin king in the stream in Malaysia.
Assesment Method
: Continuous Assessment (Assignment, Test, Presentation): 60% ,

Examination:40%
Main References
Abdul Fatah Hasan (2007). Mengenal Falsafah Pendid ikan. Kuala Lumpur: Utusan Publicatio n.
Ninian Smart (2007). Falsafah Dunia . Kuala Lumpur: Institut Terje mahan Negara.
Wan Mohd Nor Wan Daud (2005). Falsafah dan Amalan Pendid ikan Islam. Kuala Lumpur: Universiti
Malaya.
Abdul Rahman Aroff & Zakaria Kasa (2002) Falsafah Dan Konsep Pendid ikan. Kuala Lumpur: Fajar
Bakti.
Joy A. Palmer (2001). Fifty Modern Thin kers on Educatio n : From Piaget ToThe Present. London: Routle dge.
PAGS 6351
COGNITION IN TEACHING AND LEARNING OF SOC IAL SCIENCES

AND HUMANITIES
3 CREDITS
Synopsis
This course will in troduce students to the theory and practice of cognitive education in social science
subjects, especially from the aspect of subsistence, cognitive le arning styles and le arning styles of cognitio n,
cognitio n research features in additio n to current trade issues and cognitio n in the teaching of social science and
humanities education.
Assesment Method

Examination: 30%
Main References
Atherton, J.S (2009). Learnin g and Teachin g ; Blooms Taxonomy. Englewood Cliff, New Jersey : Prentice
Hall.
Abd Rahim Abd Rashid (2002). Pengaja ran dan Pembelaja ran Sain s Sosial : Teori dan Amalan. Kuala
Lumpur : Penerbit Universiti Malaya.
Gage N.L & Berliner D.C (1988). Educatio nal Psychology. Boston : Houghton Mifflin Company.
Sharifah Alwiyah Alsagoff (1987). Psikologi Pendid ikan II Psikologi Pembelaja ran dan Kognitif, Bimbingan
dan Kaunseling. Selangor : Longman Malaysia Sdn.Bhd.
Bigge, M.L & Hunt, M.P (1980). Psychological Foundations of Education An Introduction to Human Motivation,
Development and Learning. New York : Harper & Row Publichers.
Ausubel, D.P., Novak, J.D & Hanesian, H. (1978). Education Psychology A Cognitive View. USA : Holt,
Rinehart and Win ston.
293
PAGS 6352
ISSU ES AND CURR ENT PRACTIC ES IN ART EDUCATION
3 CREDITS
Synopsis
This course examines the pedagogical issues related to the teaching of art in current practice - both
from the theoretical and practical aspects. The major issue is viewed, among other things, is maasala h lessons
to students of different size groups. Teachin g theory of interpretation in the visual arts, runnin g assessment of
student achievement in the arts. Students will be engaged to provide a portfolio of teaching the art itself.
Assesment Method

Examination: 30%
Main References
Dorn, Madeja & Sabol.(2004). Assesing Expressive Learnin g. London: Lawrence Erlbaum Assoc Press.
Freedman, K. (2003). Teachin g Visual Cultu re: Curriculum, Aesthetics and the Scocia l Life of Art. New
York: Teacher Colle ge Press.
Eisner, E.W.(2002). The Arts and the Creatio n of Mind. New Heaven: Yale University Press.
PAGS 6353
ARTISTIC DEVELOPM ENT IN CHILDR EN
3 CREDITS
Synopsis
Assesment Method

presenta tions): 70%, Exam: 30%
Main References
Cox, M. (1992). Child rens drawings. London: Penguin Books.
294
PBGS 6109
CURRICULUM DEVELOPM ENT IN ARABIC LAN GUAGE
3 CREDIT
Synopsis
This course exposes the general theory of curriculum. Based on the understa nding of curriculu m,
students are to develo p the curriculum suggested and present it. The students are to evalu ate the curriculu m
designed.
Assesment Method
: Continuous Assessment (Test, Assignment): 70%, Examinatio n : 30%
: Malay, English Language and Arabic Language
Main References
Mohad Azzat, A.M (2009) Assasiyyat al-manhaj wata nzimuhu. Kaherah : Dar Thaqafah.
Ornstein, A.C & Hunkins (2008) Curriculum: Foundation, princip le s and issues. Boston: Allyn and Bacon.
Richards, J.S (2007) Curriculum develo pment in la nguage teachin g. Cambrid ge: Cambrid ge University Press.
PBGS 6110
PRINCIPLES AND PRACTIC E IN TH E TEACHIN G ARABIC LANGUA GE
3 CREDITS
Synopsis
This course exposes students to the prin ciple s and practice of teaching Arabic as the second
language. It will discuss the theorie s and models of second la nguage learning to be applied in the teaching of
Arabic Language. Students will also discuss the issues pertain ing to second language learnin g.
Assesment Method
Main References
Brown, H.D. (2009). Principle s of Language Learnin g and Teachin g. Prentice Hall Regent: San Francisco.
Toimah, R.A (2008). Talim al Arabia h li Ghairi an Natiqin Biha. ISESC O : Rabat.
Johnson, K. (2006). Introduction to Foreig n Language Learnin g and teaching. Longman: London.
295
PBGS 6111
SEMINAR IN LANGUAGE EDUCATION
3 CR EDITS
Synopsis
This course prepares students to develo p the skills to carry ot research in the language education
field. The students will be exposed to the complete outline of a research. At the ends students will come up with
a complete project paper on the topic of their choice.
Assesment Method
: Continuous Assessment (Assignment, Presentation): 70%, Examination : 30%
: Malay Language
Main References
Perry, F (2005). Research in Applied Linguistics: Becoming a Discernin g Consumer. Mahwah, New Jersey:
Lawrence Erlb aum Associates.
Mackey, A & Gass, S (2005). Second Language Research: Methodology and Desig n. Mahwah, New Jersey:
Lawrence Erlb aum Associates
PBGS 6112
PR INCIPLES AND PRACTICE OF LANGUA GE TEACHING
3 CREDITS
Synopsis
This course aims to expose students to relevant aspects of language teachin g and learning. As an
introductory course will discuss developments in the teaching of various languages in Malaysia since the country
achieved independence through to the latest developments. Students will be exposed with the scope,
philo sophy and methodology as well as vario us issues related to research and practice in teachin g and
language acquisition, and study th e vario us contrib utions in research on teaching and le arning. Students will be
guided to develo p th e concept mappin g and analytical skills and provid e a critical view on issues related to the
princip les and practices in la nguage education. They are encouraged to make applications to the field of
language education that they operate with the search, collection, categorization, and analyze info rmation from
various sources throughout the kurusus this. Students will also engage in workshops and seminars and prepare
and present a term paper, paper id eas, and research design folio of the principle s and practices in language
teachin g. At the end of the course stu dents are expected to produce an appropriate form of academic writing in
the field of language education.
Assesment Method
: Continuous Assessment (Assignment, Presentation): 70%, Examinatio n : 30%
: Malay Language
Main References
Nik Hassan Basri Nik Ab Kadir (2003) Teori Bahasa; Implikasinya terhadap pengajaran tatabahasa. Taju ng
Malim: Universiti Pendidikan Sultan Idris.
Mahzan Arshad (2003) Pendid ikan Lite rasi Bahasa: Satu pendekatan bersepadu. Kuala Lumpur: Utusan
Publications.
Gail E Thompkins (1998) Language arts: Content and teachin g strategies. New Jersey: Prentice Hall.
296
PBGS 6113
RESEARCH IN SECOND LANGUAGE ACQU ISITION
3 CREDITS
Synopsis
The course is desig ned to provide insig hts into research and application of second language
acquisitio n theorie s. This course examines theories and research in second la nguage (L2) acquisition, including
cognitive, linguistic, social, bio logical and affective varia ble s that account for rela tive success in L2 learning. The
role of in struction in L2 le arnin g is also discussed.
Assesment Method
: Continuous Assessment (Test, Assignment, Presentation): 70%,

Examination : 30%
: English Language
Main References
Gass, Susan & Selinker, Larry. (2008) Second Language Acquisitio n: An Introductory Course. Mahwah, New
Jersey, Lawrence Erlbaum Associates.
Hinkel, E (Ed) (2005) Handbook of research in second language teachin g and le arnin g. Mahwah, NJ: Erlb aum
Associates.
Mackey, A., & Gass, S.M. (2005). Second la nguage research: Methodology and desig n. Mahwah, NJ:Erlbaum.
Mitchell, R. & Myles, F. (2002) Second Language Learnin g Theories. Oxford: Oxford University Press.
Brown, J.D. & T.S. Rodgers (2002) Doing Second Language Research. Oxford: Oxford University Press.
PBGS 6114
SEMINAR IN ENGLISH LAN GUAGE EDUCATION
3 CREDITS
Synopsis
This course is desig ned to prepare graduate students in TESOL to critically evalu ate published
research in their field and to design their own research studies. Under the guid ance of supervisors, students
gain insights, practical techniq ues and skills in research desig n, data analysis and disserta tion writin g. Students
will present their own work to seminar for discussion, critique and advice.
Assesment Method

Examination : 30%
: English Language
Main References
Mackey, A & Gass, S (2005). Second Language Research: Methodology and Desig n. Mahwah, New Jersey:
Perry, F (2005). Research in Applied Linguistics: Becoming a Discernin g Consumer. Mahwah, New Jersey:
Lawrence Erlb aum Associates
297
PBGS 6327
EVALUATION IN TH E TEACHIN G OF ARABIC LANGUAGE
3 CREDITS
Synopsis
This course explain s about evalu ation in Arabic Language as a second la nguage. Students will be
exposed to theorie s, concepts, approaches and stages in the evaluation of Arabic Language as a second
language. Students will also present topics related to the course.
Assesment Method
Main References
Brown, J.D. (2010). Testing in Language Programs. New Jersey: Prentice Hall Regents.
Davies, A. (2009). Principle s of language testin g. Oxford: Blackwell.
Muhammad, M. A. (2007). Language Testing (Arabic version). Riyadh: University of King Saud Printing.
Alderson, J.C., Clapham, C. & Wall, D. (2006). Language test construction and evaluation. Cambridge:
Cambridge University Press.
PBGS 6328
IT AND COMMUNICATION IN ARABIC LANGUAGE EDUCATION
3 CREDITS
Synopsis
This course exposes student to apply the theory and uses of ICT in Arabic Language educatio n. The
students will be able to identify specific effective ele ments of ICT in the teaching and le arning of Arabic
language.
Assesment Method
Main References
Roblyer, M. D. & Doering, A. H. (2010). Integratin g Educational Technology into Teaching. Boston: Allyn &
Bacon.
Smaldino, S. E., Lowther, D. L. & Russell, J. D., (2008). Instructional Technology and Media fo r Learning. (9th
Edition). New Jersey: Pearson Prentice Hall.
Palloff, R.M. & Pratt, K. (2007) Building online learnin g communities: Effective strategies for the virtual
classroom. San Francisco: Jossey-Bass
298
PBGS 6330
TEACHING C OMMUNICATION SKILLS IN ARABIC
3 CR EDITS
Synopsis
This course exposes student to apply the theory and uses of ICT in Arabic Language educatio n. The
students will be able to identify specific effective ele ments of ICT in the teaching and le arning of Arabic
language.
Assesment Method
Main References
Mustafa, M.A. (2009). Maharat al- Lughah al- Arabiah. Amman, Aram Studies, Publishing & Distribution House.
Lynch, T. (2006). Communication in the Language Classroom, Oxford University Press.
Harmer, J. (2005). The Practice of English Language Teachin g, Longman: London.
PBGS 6335
ARABIC LANGUAGE TEACHER S EDUCATION
3 CREDITS
Synopsis
Kursus ini mendedahkan kepada pela jar tentang pengetahuan dan kemahiran asas guru bahasa
Arab.Ia akan membincangkan keperluan-keperlu an dalam pela ksanaan dan penila ia n pendidikan guru bahasa
Arab Pelaja r juga akan dapat berbin cang tentang isu-isu semasa khususnya yang berkaitan dengan kajiankajian penyelid ikan berkaitan pendid ikan guru bahasa Arab.
This course exposes students on the basic knowle dge and skills of Arabic Language teachers. It will
discuss the needs in the implementatio n and evaluation of th e Arabic Language teachers. Students will also be
able to discuss on the current issues mainly on research rela ted to Arabic Language Teacher Education
Assesment Method
: Malay Language
Main References
Hammond, L.D. (2006). Powerful teacher education. Jossey-Bass: San Francisco.
Hammond, L.D. & Bransford. J. (2005). Preparing teachers for a changing world . Jossey-Bass: San Francisco.
299
PBGS 6336
R ESEARCH IN LITERACY D EVELOPM ENT
3 CRED ITS
Synopsis
This course exposes students to the basic concepts of literacy development. The students will be able
to analyse and evalu ate research on language literacy.
Assesment Method
: Continuous Assessment (Assignment, Presentation): 70%,

Examination : 30%
: Malay Language
Main References
Machado, Jeanne M. Belmont. (2010). Early childhood experiences in language arts: early literacy. 9th ed.
California: Wadsworth.
Mahzan Arshad. (2008). Pendid ikan literasi bahasa Melayu: strategi perancangan dan pela ksanaan. Kuala
Lumpur: Utusan Publicatio ns.
Ambigapathy Pandia n. (2003). Bahasa & literasi : penyelidikan dan penin jauan untu k pendid ikan. Serdang:
Penerbit Universiti Putra Malaysia.
PBGS 6337
RESEARCH IN LANGUAGE TEACHER EDUCATION
3 CREDITS
Synopsis
This course aims to introduce the concept of language teachers who not only act as the main manager
who imple ment the curriculum in the cla ssroom, but teachers act as researchers. As a profession that requires
teachers to act in a professional manner, they have to come with concrete information and data to assist in daily
tasks. Thus the task as a teacher requires them to always be alert to developments both in the classroom or
even the workplace environment. This course will help teachers prepare th emselves and researchers to use
these skills in implementing the curriculu m and improve the quality of language services as a competent
language teacher throughout their careers.
Assesment Method
: Malay Language
Main References
Brisk, Mara Estela. (2008). Language, culture, and community in teacher education. New York: Lawrence
Erlbaum Associates.
Borg, Simon. (2006). Teacher cognition and language educatio n: research and practice. London: Continuum.
Awang Sariyan. (2004). Teras pendidikan bahasa Melayu: asas pegangan guru. Bentong: PTS Publications.
300
PBGS 6338
LANGUAGE PLANNIN G AND EDUCATION POLICY
3 CREDITS
Synopsis
This course exposes students to the basic concepts of sociolinguistics. Students will be able to explore
the varieties of la nguage used and cultural issues rela ted to it. Students will also be able to relate this situ ation
to the theorie s of socio linguistics and people s way of life as well as the educatio n system in Mala ysia. Students
will be able to then carry out research rela ted to the variety use of language in this country.
Assesment Method
: Continuous Assessment (Assignment, Presentation): 70%, Examinatio n : 30%
: Malay Language
Main References
Abdul Razak Abdullah Baginda. (2005). Education in Multicultural Societie s: Perspectives on Education in
Malaysia. London: ASEAN Academic Press.
Asmah Haji Omar. (1993). Perancangan Bahasa dengan Ruju kan Khusus kepada Perancangan Bahasa
Melayu. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Awang Sariyan. (2006). Warna dan Suasana Perancangan Bahasa Melayu di Mala ysia. Edisi kedua. Kuala
Lumpur: Dewan Bahasa dan Pustaka.
Holmes. J. (2001). An Introducatio n to Sosiolin guistics. Edinburgh. Harlo w: Pearson Educatio n Limited.
PBGS 6339
LITERATURE IN LANGUAGE TEACHIN G
3 CREDITS
Synopsis
This course exposes students to variety literature genres to improve language proficie ncy. This course
will focus on materia ls that can in stil students interests in literature. Students will be required to use critical and
analytical thin king in teachin g literature. Issues and problems relate d will also be discussed. Students are also
required to desig n appropriate module for teachin g lite rature.
Assesment Method
: Malay and Chinesse Language
Main References
Talib Samat. (2004). Memahami Isu-isu Kesusasteraan, Kebudayaan, Pemikiran dan Pendid ikan. Shah Alam:
Karisma Publications.
Othman Puteh (pngr.). (2000). Pengajaran Sastera. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Kamarudin Husin. (1988). Kaedah Pengaja ran Kesusasteraan. Petaling Jaya: Penerbit Fajar Bakti Sdn. Bhd.
301
PBGS 6340
RESEARCH IN LANGUAGE PLANNIN G AND POLICY IN EDUCATION
3 CR EDITS
Synopsis
The course provides an overvie w of language policy and plannin g at all le vels from nation-state
governments to the individual. It examines the theory and implementatio n of language policy and language
policy in various polities and explores what language policy consists of, how it operate s, and ways it can be
studied empirically. Through an analysis of specific case studies of language pla nning and policy students will
acquire an understa nding of the complex factors that go into language pla nning decisions at lo cal, natio nal and
international le vels.
Assesment Method

Examination : 30%
: English Language
Main References
Liddicoat, A. (2007). Issues in Language Plannin g and Lite racy. Clevedon: Multilingual Matters.
Ricento, T (2006) Introduction to Language Policy: Theory and Method. London: Blackwell.
Kaplan, R. & Baldauf, R (1997). Language Plannin g From Theory to Practice. Clevedon: Multilingual Matters.
PBGS 6341
R ESEARCH IN LANGUAGE TEACHER EDUCATION
3 CREDITS
Synopsis
This course aims to critically examine current teacher education practices in the fie ld of TESOL. It also
aims to enable graduate students to carry out original research in this field with in their professional context and
to disseminate the findin gs appropriately.
Assesment Method

Examination : 30%
: English Language
Main References
Malderez, A., & Wedell, M. (2007) Teaching teachers : processes and practices London: Continuum.
Borg, S. (2006). Teacher cognition and language education : research and practice London: Continuum.
Richards, J.C. & Farrell, T.S.C. (2005) Professio nal develo pment for language teachers : strategies fo r teacher
learning Cambrid ge: Cambrid ge University Press.
Johnson, K. E. (1999) Understandin g language teaching : reasoning in actio n Boston, MA: Heinle & Heinle.
Richards, J. C. (1998) Beyond training : perspectives on language teacher educatio n Cambrid ge: Cambridge
University Press.
302
PBGS 6342
R ESEARCH IN LITERACY D EVELOPM ENT
3 CREDITS
Synopsis
The course provides an overvie w of literacy develo pment throughout the lifespan. It examines literacy
develo pment as a lin guistic, cognitive and socio cultural process in a variety of contexts, in cluding home, school
and the workpla ce. Topics covered inclu de: definitions of literacy, readin g and writin g development, theorie s and
models of reading and writing, literacy instructio n and literacy assessment; multiliteracies, critical literacies and
emergent literacie s.
Assesment Method

Examination : 30%
: English Language
Main References
Coiro, J. et al, (2008) Handbook of Research on New Literacie s. New York: Lawrence Erlbaum.
Neuman, S.B. & Dickinson, D. (2003) Handbook of Early Literacy Development. New York: Guilford Press.
Barton, D., Hamilton, M & Ivanic, R. (2000). Situated Literacie s: Reading and Writing in Context. London:
Routledge.
PBGS 6343
RESEARCH IN TEXT AND DISCOURSE IN TESOL
3 CRED ITS
Synopsis
The aim of the course is to provide a comprehensive understanding of the use of text and discourse
analytical approaches and methods in educational settings. Topics covered inclu de conversational analysis,
interactio nal sociolinguistics, genre analysis, ethnography of communication and critical discourse analysis. The
course will also focus on te xts and discourses in the home, the classroom and the workpla ce, and explore
implications for teachin g and learning language.
Assesment Method
: Continuous Assessment (Test, Assignment, Presentation): 70%

Examination : 30%
: English Language
Main References
Johnson, B. (2008). Discourse Analysis. Oxford: Blackwell.
Schiffrin, B.et. al. Handbook of Discourse Analysis. Oxford: Blackwell.
Wodak, R & Chilton, P. (2005). A new agenda in (Critical) Discourse Analysis. Amsterdam: John Benjamins
303
PDGS 6101
EDUCATIONAL ADMINISTRATION
3 CREDITS
Synopsis
The course will introduce educational administration as a research area to students. Generally, the
course has the purpose to improve student knowledge and way of thin king, and enhance the perspective on
educational administration as one particular task and process. Students will be exposed on the reality of
organization and view it as a clash of paradig m and understandin g vario us probability and organization theory.
Students will also gain knowledge and important terms of educatio nal administration and management and
discuss on the issue regarding productive. This course will begin s with brie f discussion on the evolu tion of
educational administration, changes in the way of thin king and current movement in the educatio nal research
and analysis. Topics that will be debated covers area of educational leadership , administration and the fu nction
of leadership in educational administration.
Assesment Method
: Continuous assessment (presentation and assignment): 60%

Examinations 40%
: Malay Language
Main References
Hall, R.H. (2006). Organizatio ns: Structures, processes, and outcomes (6 th edition). Engle wood Cliffs, NJ:
Prentice Hall.
Hoy, W. K. & Misckel, C.G. (2005). Educational administratio n: Theory, research and practice (7th edition). NY:
McGraw-Hill.
Hoyle, E. (2002). The politics of school management. London: Hodder and Stoughton.
Yuki, G. (2002). Leadership in organizatio n (5 th edition). Upper Sadle River, NJ:Prentice Hall.
304
PDGS 6102
EDUCATIONAL PLANNING
3 CR EDITS
Synopsis
The course will give the students an overvie w on the current trends of educatio nal pla nning; especially
its concepts, process and techniq ues, and approaches in educational plannin g. Topics to be discussed will be
social demand approach, man power planning approach, rate of return, cost-benefits and cost-effectiveness
analysis, and others approaches which can be applied, in Mala ysia and oth er countrie s. Techniques and model
of educational pla nning will also be discussed. Other aspect of educational plannin g such as demand and supply
for teachers, vocational and technical educatio n and private educatio n. Decentralization plannin g, and school
based management, and strategic pla nning in educational organizatio n, cost and fin ancing of educatio nal
develo pment, and issues in educational plannin g will be discussed in details.
Assesment Method
: Continuous assessment (presentation and assignment): 60% Examinations 40%
: Malay Language
Main References
Thomas Welsh & Noelf. Mc Ginn (2009). Decentralization of education, why, whenParis, UNESCO: IIEP.
Zainal Abidin Mohamad (2009). Strategic management in education sector. Serdang: UPM Press
Ministry of Education, Mala ysia (2006). The Education Blueprints (2006-2010) or Pela n Induk Pembangunan
Pendidikan, (PIPP) (2006-2010). Kuala Lumpur: KPM.
Foroja lla S.B. (2001). Educational plannin g for develo pment. London: Dt Martin Press.
Ministry of Education Malaysia (2001). The Educational Development Plan 2001-2010. Kuala Lumpur: The
National Printer.
Psacharopoulos (2000). Economics of education. N.York: Pergamon Press.
PDGS 6306
HUMAN R ESOURC E MANAGEM ENT IN EDUCATION
3 CRED ITS
Synopsis
Among profe ssional educators engaged in the delivery of educational services, the role of the human
resource administrator is unique. The work of schools, in contrast to many enterprises is labor intensive
accomplished primarily by people . As a consequence, the administration of human resources is at the heart of
the process of managin g public schools, universitie s, and oth er educational agencies. The focus of this course is
an examinatio n of the long-range strategy of human resource management which seeks to help school systems,
universities, and other educational agencie s attract, retain and develo p the kinds of personnel needed to
achieve the overall goals of such organizations. This is accomplished through the human resource/personnel
functions of forecastin g manpower needs, recruitment, sele ction, induction, appraisal, develo pment,
compensatio n, security, negotia tions and in formation.
Assesment Method
: Malay Language
Main References
Dessler, Gary (2002). Essentials of human resource management. New Jersey: Prentice Hall.
French, Wendell (2004). Human resource management. Boston: Houghton Mifflin.
Young, P (2007). The human resource functio n in educational administration. New Jersey: Prentice Hall.
305
PDGS 6324
FINANCIAL MANAGEMENT IN EDUCATION
3 CRED ITS
Synopsis
This course will focus on concept, historical development and financin g education approaches, and
school fin ancial management. The topics to be discus will be: historical development of financing educatio n in
Malaysia and in your country, costs and benefits of investment in educatio n and economic growth, financing
educational primary, secondary, and tertia ry le vels in developed countries and developing countrie s, alternative
ways and issues, in financing education . This course will also discus on school budgeting system and audit
procedures, school accounting system and audit procedures and issues in school fin ances will be discus in
details.and lo an and grant system will be discussed in deta il.
Assesment Method
: Malay Language
Main References
Shahril@ Charil Marzuki (2005). Mengurus dan membiyai pendidikan di Malaysia. Kuala Lumpur: PTS
Publication & Distributer Sdn. Bhd.
Shahril@ Charil Marzuki (2005). Mengurus kewangan sekola h. Kuala Lumpur: PTS Publication & Distribter Sdn.
Bhd.
Kementerian Pendid ikan Malaysia (2001). Garis Panduan Perakunan dan Kewangan Sekolah. Kuala Lumpur:
Percetikan Nasional.
Burrup,P. E et al (1996). Financing Educaio n in a climate of change. London: Allyn & Bacon.
Alexander & Almon R. (1995). Public school fin ance. London, Allyn & Bacon.
PDGS 6325
POLITICS AND POLICIES IN EDUCATION
3 CREDITS
Synopsis
The purpose of this course is to develo p students cognitive skills in examining, analysing, debatin g,
and in terpreting the interactions or rela tionship s between political motives and various educational policie s in
some countries, particularly in Malaysia. This course focuses on political development, political agenda, and
policy agenda in th e process of national develo pment in the decades between 1950 and 2000. Discussion
includes some important princip les such as utilitarianism, liberty, pragmatism, tawheed, Confucianism, and
gandhism. Policy thinkin g skills are focused on id entification of policy problems, policy formulation, policy
implementation, and policy evaluatio n.
Assesment Method
: Continuous assessment (presentations, assignments and tests): 100%
: Malay Language
Main References
Michael Omi & Howard Win ant (2006). Racia l formation in the United States. Routledge: New York.
Barry Buttermore (2003). Political sociology. Minneapolis: University of Minnesota Press.
Robert N. Bellah et al (2002). The good society. Vintage Book : New York.
Sufean Hussain (2002). Dasar pembangunan pendidikan Malaysia: Teori dan analisis. Kuala Lumpur: Dewan
Bahasa and Pustaka.
INTAN (2001). Dasar-dasar pembangunan Malaysia. Kuala Lumpur : INTAN.
306
PJGS 6101
TH EORY AND CURRICULUM PRACTIC E
3 CR EDITS
Synopsis
The course will expose students to curriculu m studies, its philosophies and practices, and its
processes and practices especially in the Malaysian context. Topics or class discussio ns in clude: the scope of
curriculum studie s, comparative analysis of curriculu m system and subsystems, curriculum theorie s focusing on
Adler, Taba, Goodla d, Beuchamp, Pheonix and other philo sophers, and curriculu m reform.
Assesment Method
: Continuous Assessment (Test, Assignment) :70%, Examinatio n : 30%
: Malay Language
Main References
Alkin, M. C. (2004). Evaluatio n roots: Tracing theorists views and influ ences. Thousand Oaks, CA: Sage.
Saedah Siraj (Ed). (2000). Perkembangan kurikulum: Teori dan amala n. Kuala Lumpur: Alam Pintar Entp.
Sowell, E. J. (2000) Curriculu m: An integrative in troduction. Upper Saddle River: Merill.
PJGS 6103
RESEARCH IN CURRICULUM DEVELOPMENT
3 CRED ITS
Synopsis
The purpose of this course is to give deep understanding about curriculum as a research field which
systematically combines psycholo gical philosophies, sociolo gy and pedagogy in curriculu m development. The
lecture topics/seminar focus on issues of curriculu m development (such as the characteristics and issues of
methodolo gie s of curriculu m education, pedagogy and research) and recent trends in curriculu m research (such
as analysis and critics of relevant research articles)
Assesment Method
: Continuous Assessment (Test, Assignment) :70%, Examination : 30%
Main References
Parkay, F.W., Hass, G. J. and Anctil, E. J. (2010). Curriculum leadership: Ready for develo pin g quality
educational programs (9 th ed). Boston: Pearson Educatio n.
Omstein, A.C. &Hunchins, F.P. (2009). Curriculum foundatio n: Princip les and issues (5 th ed). Boston: Pearson
Education.
Stark, J.S & Lattuca, L.R. (1997). Shaping the college curriculum: Academic plans in action. Massachussetts:
Ally & Bacon
307
PJGS 6303
A PPLICATION OF TECHN OLOGY IN CURRICULUM

IM PLEMENTATION
3 CREDITS
Synopsis
The course explores the princip les and practices of educatio nal technology to enable its application
into specific content area. Students will analyze literature on application of educational technology in the context
of teaching and learnin g. Additio nally, students will be involved in group work activities in which they will propose
integration of technologies in to selected existing curriculu m.
Assesment Method
Main References
Roblyer, M.D. and Doering, A.H. (2010). Integratin g educatio nal technolo gy into teachin g. USA: Allyn & Bacon.
Jonassen, D.H. (2006). Modelin g with technology: Mindtools for conceptual change. USA: Allyn & Bacon.
PJGS 6305
CHANGES AND IMPLEMENTATION OF SCHOOL CURRICULUM
3 CR EDITS
Synopsis
This course is designed to introduce students to the process of implementing curriculum and basic
theory used, proble ms faced, strategies and approaches used to solve proble ms and enable implementa tion to
run smoothly. Topics discussed inclu de cases in implementing different changes in various curriculu m
scenarios.
Theories as the basis for implementatio n strate gy, proble ms in implementing curriculum, effective
approaches in solving proble ms related to imple mentation, utilizatio n of data sources in the implementation
processes, professio nal development and future trends in curriculum implementation.
Assesment Method
: Malay Language
Main References
Alkin, M. C. (2004). Evaluatio n roots: Tracing theorists views and influences. Thousand Oaks, CA: Sage.
Saedah Siraj (Ed). (2000). Perkembangan kurikulum: Teori dan amala n. Kuala Lumpur: Alam Pintar Entp..
Glasgow, N.A. (1997). New curriculum for new times. California: Corwin Press, Inc.
308
PJGS 6306
APPROACH IN CURRICULUM ASSESSMENT
3 CREDITS
Synopsis
This course is desig n to introduce students to curriculum evaluation model for planning processes,
plannin g, implementing certain curriculum proje ct for analyzing and evaluate in certain situatio n. Through
information collected by students enable to valid ate in formation for the purpose to make decision. Topics
discuss including evalu atio n model, different evaluation model, strength and weakness of the model as basics of
evaluating curriculum, information resources, verification of information procedure in evaluation, constrain and
problems in evalu atio n processes, proposed solutio n and self positioning as a professional curriculum evaluator
Assesment Method
: Continuous Assessment (Test,Report, Presentation, Assignment) :70%,

Examination :30%
: Malay Language
Main References
Alkin, M. C. (2004). Evaluatio n roots: Tracing theorists views and influences. Thousand Oaks, CA: Sage.
Stake, R. E. (2004). Standards-based and responsive evaluation. Thousand Oaks, CA: Sage.
Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2003). Evalu atio n: A systematic approach (7th ed.). Newbury
Park, CA: Sage.
PJGS 6308
COM PARATIVE AND GLOBAL PERSPECTIVE IN CURRICULUM
3 CREDITS
Synopsis
The course is designed to in troduce students to research on comparative educatio nal systems from
different countrie s. The focus will be on the followin g, issues on methodolo gy of the comparative educatio n,
factors influencin g education system presently, theory and research in comparative curriculum and analysis of
the present issues on quality of educatio n particularly in curriculum desig ns.
Assesment Method

Examination :30%
Main References
Omstein, A.C. &Hunchins, F.P. (2009). Curriculum foundatio n: Princip les and issues (5 th ed). Boston: Pearson
Education.
Parkay, F.W., Hass, G. J. and Anctil, E. J. (2010). Curriculum leadership: Ready for develo pin g quality
educational programs (9 th ed). Boston: Pearson Educatio n.
Stark, J.S & Lattuca, L.R. (1997). Shaping the college curriculum: Academic plans in action. Massachussetts:
Ally & Bacon
309
PJGS 6310
CURRICULUM MANAGEM ENT
3 CREDITS
Synopsis
This course is designed to introduced to students about processes of curriculum implementation, basic
theory used, proble m faced and strategy and approach used to solved problems and smoothen the
implementation. Topics discuss are implementa tion cases in different changes in curriculu m scenario,
implementation theorie s as basis to decid e implementatio n strategy, proble ms factors in implementation
curriculum, steps in deciding effective approach to solve implementation proble ms, data resources and
develo pment in implementation processes and professio nal develo pment and flow in imple menting future
curriculum.
Assesment Method

Examination :30%
: Malay Language
Main References
Saedah Siraj (Ed). (2000). Perkembangan kurikulum: Teori dan amala n. Kuala Lumpur: Alam Pintar Entp.
Sowell, E. J. (2000) Curriculu m: An integrative in troduction. Upper Saddle River: Merill.
Wiles, J. & Bondi, J. (1998) Curriculum Development: A guide to practice. Upper Saddle River: Merill.
PMGC 6101
INFORMATION COMMUNICATION TECHN OLOGY IN MATHEMATICS

EDUCATION
3 CREDITS
Synopsis
The course is desig ned to provid e students with knowledge on instructio nal technology such as
computer and graphin g calcula tor. Students will also be exposed to the theories related to communication,
thinking skills and proble m solving skills. Hands-on experie nce is provid ed to enrich mathematics educatio n.
Assesment Method
: Continuous Assessment (Test, Assignment): 60%, Examinatio n: 40%
: English Language
Main References
Norain i Idris, Daniel, E.S.G. & Rohaida Mohd. Saat. (2004). Teknolo gi dala m pendidikan sain s dan matematik.
Kuala Lumpur: Penerbit Universiti Malaya.
Burton, L. & Kowaoski, B. (1995). Technolo gy in mathematics teachin g a bridge between teaching and
learning. NY: Chartwell-Bratt Publishin g.
Jonassen, D. (1995). Computers in the classroom: Mindtools for critical thinking. NJ: Prentice Hall.
310
PMGE 6101
INFORMATION AND C OMMUNICATION TECHNOLOGY IN SC IENCE

EDUCATION
3 CREDITS
Synopsis
The focus of this course is to in troduce students to the pedagogical, theoretical, experie ntial, and
critical perspectives on information communications technolo gy as it is applied in a varie ty of educatio nal
contexts in the te aching and le arnin g of science. In particular this course aims to enable students to the proper
and systematic use of CAI, CD-ROMS, data loggers, interfaces, various computer softwares such as word
processors and graphics presenta tion, as well as the various applicatio ns of the Internet such as e-mail and the
use of the WWW in the teaching of abstract and difficult scie nce concepts. Participant in teractions and
particip ant role s in Computer Supported Collaborative Learning (CSCL) will also be investig ated in order to
enhance the teaching of science.
Assesment Method
: Coursework (class presentation and assignment): 70%; Examinatio n: 30%
: Malay Language
Main References
Sherman, S.J. & Sherman, R.S. (2004). Science and science teachin g: Methods of inte grating technology in
elementary and middle schools (2 nd.) Boston, MA: Houghton Mifflin
Jonassen, D.H., Howland, J., Moore, J & Marra, R.M. (2003). Learnin g to solve proble ms with technolo gy: A
constructivist perspective (2 nd. Ed.) NJ: Merill/Prentice Hall.
Roblyer, M.D., Edwards, J. & Havriluk, M.A. (2003). Integrating educational technolo gy into teaching. NJ:
Merrill
Forcheri , P. & Molfino, M.T. (2000). ICT as a tool for learnin g to le arn. In D.M. Watson and T. Downes
(Eds.). Communications and Networkin g in Education. Boston, MA: Kluwer Academic. pp 175 184.
PMGS 6101
RESEARCH IN MATHEMATICS EDUCATION : THEOR ETICAL

PERSPECTIVES
3 CREDITS
Synopsis
The aim of this course is to assist students in understa nding th e different theoretical perspectives in
mathematics education research in cluding the philosophical and psycholo gical perspectives. Research
concepts, skills and the competencie s required to construct mathematics education to form an agenda for
research will be discussed. Specia l focus will be given to discussio n on the nature of conducting research,
various research methods and approaches and current research trends in mathematics educatio n.
Assesment Method
: Coursework: 60%; Examinatio n: 40%
Main References
Cresswell, J.W.(2005). Educational research. Upper Saddle River, NJ: Pearson education, Inc.
English, L.D. (Ed.). (2003). Handbook of reserch in mathematics education, Hillsdale, NJ: Lawrence
Erlbaum Associates
Kelly, A., & Lesh, R. A. (Eds.).(2000). Handbook of research desig n in mathematics and science education.
Mahwah, NJ: Lawrence Erlbaum Associates
311
PMGS 6102
CURRICULUM DESIGN AND PLANNING IN MATHEMATIC S

EDUCATION
3 CREDITS
Synopsis
The course focuses on the development process of mathematics curriculum; particularly that is related
to the identification of the goal in mathematics educatio n, development of the programme, its implementation
and evaluation. History, philo sophy and socio logy as the basis of mathematics curriculum design will be
discussed. This course also gives students the opportunity to analyze the primary and secondary school
mathematics curriculum, with the emphasis on the structu re of th e present program, the current trend in the
curriculum design and content, scope and organization, innovatio n and the process of reform. Focus will also be
given to the identification of issues and challenges for research.
Assesment Method
Main References
Keeley, P. & Rose, C.M. (Eds). (2006). Mathematics curriculu m topics study: Bridgin g th e gap between
standards and practice. Thousand Oaks, CA: Corwin Press.
Pinar, W.F. (Ed.). (2003). International handbook of curriculum research. Mahwah, NJ: Lawren ce Erlbaum
Associates.
National Council of Teachers of Mathematics (2000). Principle s and standards for pschool mathematics.
Reston, VA: NCTM.
Nik Azis, N .P. (1995). Penghayatan matematik KBSR dan KBSM: Agenda tindakan. Kuala Lumpur:
Dewan Bahasa dan Pustaka.
PMGS 6120
RESEARCH IN SCIENCE EDUCATION
3 CREDITS
Synopsis
The course is intended to expose students to the nature, scope and vario us models of research in
science educatio n, as well as the strengths and weaknesses of different models and their alternatives. Areas of
recent research in scie nce educatio n will be reviewed, and sele cted quantitative and qualitative studies, will be
critically analyzed to enable the students to have a deeper understanding of research designs and
methodolo gie s.
Assesment Method
: Continuous Assessment (Test , Assignment): 70%, Examination: 30%
Main References
Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational research: An introduction (8th ed.). Boston:
Pearson Allyn & Bacon.
Creswell, J. W. (2002). Research desig n: Qualitative, quantitative, and mixed methods approaches (2nd
ed.). Beverly Hills, CA: Sage.
Bordens, K.S. & Abbott, B.B. (2001). Research Desig n and Methods. Wadsworth: Australia
312
PMGS 6121
CURRICULUM STUDIES IN SCIENC E EDUCATION
3 CREDITS
Synopsis
The course will inclu de a critical examinatio n of all aspects of the design, implementatio n and
assessment of science curricula . First, the history and philosophy of science and goals in the development of the
science curriculum will be discussed. Early curriculum models such as those put forward by Tyler, as well as
alternative desig ns in curriculu m such as the CIPD model and the PBL model will be also be inclu ded. In
additio n, Curriculum Theory and Practice and Development will also be examined. A review of curricula of
various natio ns with specifically emphasis on the development of Curriculum in Malaysia will also be touched
upon.
Assesment Method
: Coursework (assignments and cla ss presentatio n): 60%; Examination: 40%
: Malay Language
Main References
Connelly, F. M. (2007). The SAGE handbook of curriculum and instructio n. Sage Puib licatio ns
Journal of Curriculu m Studies (Taylor & Francis) - terkin i
Flinders, D.J. & Thornton, S.J. (2004). The Curriculum Studies Reader. Routledge
Pinar, P. (1998) Curriculum: Towards New Identities. Routle dge
PMGS 6123
HISTORY, PH ILOSOPH Y AND THEORY OF SCIENC E EDUCATION
3 CREDITS
Synopsis
The course is aimed at investig ating the rela tionship between science educatio n and its history,
philo sophy and socio logy. The topics discussed would in clude science educatio n, nature of science, historical
foundations of science, philo sophy, socio logy in scie nce educatio n, role of theory in th e development of science
education, and the future trend of science educatio n. Research on issues in the development of science
education and the scientific revolutio n will also be discussed.
Assesment Method
Main References
Fuller, S. (2005). Philosophy of science and technology. London: Routledge.
Dewitt, R. (2004). World views: an in troduction to the history and philo sophy of science. Malden, MA: Blackwell
Publication.
Weinert, F. (2004). The scientist as philo sopher: Philosophical consequences of great scie ntific discoveries.
Berlin: Springer.
Balashov, Y. (2002). Philosophy of science: contemporary readings. London: Routledge.
313
PMGS 6130
HEALTH EDUCATION CURRICULUM
3 CREDITS
Synopsis
This course is aimed at enablin g students to study and understand the aims and objectives of the
health education curriculumin the education system as well as the creation and develo pment of the curriculu m at
every le vel of schooling. Among the topics to be discussed are objectives of the health eductio n program in the
context of schoolin g, objectives of the Health Educatio n curriculu m, curriculum develo pment, curriculum content,
its implications in teaching and le arning as well as the aspects of curriculu m upgrade and in novation. Focus will
be given to studying of the health education programs in the educatio n systems of the Asian region and Western
countrie s.
Assesment Method
: Malay Language
Main References
Kementerian Pendid ikan Malaysia (2000). Sukatan pelaja ran Pendid ikan Kesihatan (semakan) dan huraian
sukatan pela jaran Pendid ikan Kesihatan Tin gkata n 1-5. Kuala Lumpur: Pusat Perkembangan
Kurikulum.
Mahoney, B. (1991). Teaching tips to accompany core concepts in health. California: USA.
Centres for Disease Control & Prevention (1995). A pla nned approach to community health : Guide for the local
coordinator. Atlanta, G.A: U .S. Department of Health and Human Servives.
PMGS 6131
RESEARCH IN HEALTH EDUCATION
3 CREDITS
Synopsis
This course prepares students with an overall understanding related to the research purpose and
objectives. Students will also be exposed to proper writing research format, management, and implementation of
research conducte d in schools.
Assesment Method
: Malay Language
Main References
Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational research: An introduction (8th ed.). Boston:
Pearson Allyn & Bacon.
Creswell, J. W. (2002). Research desig n: Qualitative, quantitative, and mixed methods approaches (2nd
ed.). Beverly Hills, CA: Sage.
314
PMGS 6140
MEASUREMENT AND EVALUATION IN PHYSICAL EDUCATION
3 CREDITS
Synopsis
This course will in troduce students to the concepts and prin ciple s of measurement. Students will be
exposed to practical protocols and measurement in physical education and sports. Topics to be discussed
include evalu atio n of the cognitive, psychomotor and affective domain. Students are also exposed to some
measurement in struments and discussio n on the rela tionship of curriculum and assessment in Physical
Education.
Assesment Method
: Continuous assessment (60%), Examinatio n (40%)
Main References
Miller, D.K. (2006). Mesurement by the physical educator. 5th.ed. Boston: McGraw Hill.
Baumgarner , T.A. & Jackson, A.S. (1999). Measurement for evaluation in physical educatio n and exercise
science, (6th .ed) McGraw-Hill.
Huraia n sukatan Pendidikan Jasmani, Kementerian Pelajaran.
PMGS 6141
RESEARCH IN PH YSICAL EDUCATION
3 CREDITS
Synopsis
This course will in troduce students to the problems, issues and processes in research related to
physical education. Among the topics to be discussed is the th eory and application in the fie ld of physical
education research. Discussions will be centered on methods, research desig n and data collectio n in physical
education. This course will also involve students critically analyze research articles.
Assesment Method
: Examination and continuous assessment
: Malay Language
Main References
Pangrazi R.P. & Darst, P.W. (2006). Dynamic physical educatio n for secondary school students: Curriculum
and Instruction (6 nd.ed). Macmillan Publishin g House.
Harrison, J.M. & Blakemore, C.L. (1992). Instructional strategies for secondary school physical education
(3 rd.ed) WM.C Brown Publishers:Dubuque.
315
PMGS 6142
RESEARCH IN
PERSPECTIVES
MATHEMATICS
EDUCATION
PRACTICAL
3 CREDITS
Synopsis
This course is offered specifically for students who are conducting research for either a th esis,
dissertatio n or proje ct paper. Among others, the fo cus will be on several types of research in mathematics
education based on different theoretical framework and to discuss the method of conductin g research. Specia l
consideratio n will be given on the understandin g of research procedures namely colle ction, analysis and
interpretatio n of qualita tive and quantitative data.
Assesment Method
Main References
Keeley, P., & Rose, C. M. (Eds.) (2006). Mathematics curriculu m topic study: Bridging the gap between
standards and practice. Thousand Oaks, CA: Corwin Press.
Pinar, W. F. (Ed.).(2003). International handbook of curriculu m research. MAhwah, NJ: Lawrence Erlbaum
Associates.
Mc Knight, C., Magid, A., Murphy, T. J., & Mc Knight, M. (2000). Mathematics education research: A
guide to the research in mathematics education, Washin gton DC: Mathematical Association of
America.
PMGS6190
DISSERTATION
40 CREDITS
Synopsis
This course requires the student to formulate a research problem and framework in the field of
counseling and carry out the study for the Counseling Project. Students would conduct a comprehensive revie w
of the rele vant literature, and use appropriate methods of data collection and analysis. Students would be
supervised by a le cturer throughout the process. A research report is submitted for examination at the end of the
semester.
Assesment Method
: Dissertation will be assessed by examiners report
Main References
Abd Rahim Md Nor (2009). Statistical methods in research. PJ, Selangor: Prentice Hall.
Chua, Y. P. (2008). Asas statistik penyelid ikan. Shah Alam: McGraw-Hill.
Chua, Y. P. (2008). Asas statistik penyelidikan: Analisis data skala ordinal dan nominal. Shah Alam: McGrawHill.
Chua, Y. P. (2006). Kaedah penyelidikan. Shah Alam: McGraw-Hill.
Creswell, J. W. (2005). Educational research: Plannin g conducting, and evaluating quantitative and qualita tive
research (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.
316
PMGS 6303
PERSPECTIVE ON PROBLEM SOLVING IN MATHEMATIC S

EDUCATION
3 CREDITS
Synopsis
The course offers the opportu nity for students to be in volved in problem solving. The experience will
be used as the foundatio n to discuss theory related to the ability in solving proble ms. Teaching and learning
techniq ue in teaching problem solving at primary and secondary schools will covered and the organization of
the curriculu m for the in tegration of proble m solving in to Mathematics Education programme at primary and
secondary school levels will be discussed. Issues, challenges and new perspectives on the teaching and
learning of proble m solving in mathematics will also be discussed.
Assesment Method
Main References
Keeley, P/ & Rose, C.M. (Eds.) (2006). Mathematics curriculu m topic study: Bridgin g the gap between
standards and practice. Thousand Oks, CA: Corwin Press.
Pinar, W.F. (Ed.). (2003). Internatio nal handbook of curriculum research. Mahwah, NJ: Lawrence Erlbaum
Associates
National Council of Teachers of Mathematics (2000). Principle s and standards for school mathematics.
Reston, VA: NCTM.
PMGS 6304
DIAGNOSTIC TEACHIN G IN ARITHM ETIC
3 CREDITS
Synopsis
In this course, the reasons why some child ren have difficulty in learning elementary mathematical
concepts and masterin g basic mathematical skills will be investig ated in terms of the cognitive and affective
factors. The students will be guid ed in using dia gnostic strategies of teaching arithmetic to elementary school
children based on the constructive approach and the integrated perspective. Also, implications of technology for
diagnostic teaching of arithmetic will be examined.
Assesment Method
: English Language
Main References
National Council of Teachers of Mathematics. (2000). Curriculum and Evaluation Standards fo r School
Mathematics. reston, VA: NCTM.
Ashlock, R. B. (1998). Error patterns in computation. Columbus, OH: Charle s E. Merrill.
Palmer, D., Kays M., Smith, A. , & Doig, B. (1994). Stop! Look & Lesson Manual: A Guide to Identifying
and Correcting Common Mathematical Errors. Melbourne: The Australian Council for Educational
Research Ltd. (ACER).
317
PMGS 6305
EVALUATION IN MATHEMATIC S EDUCATION
3 CREDITS
Synopsis
In this course, the historical background theorie s and recent research into the ways in which students
are assessed in mathematics education will be discussed. This includes a focus on theoretical and practical
aspects of assessment in the mathematics classroom, examination of the rela tionship s between assessment
and curriculu m in the wider sense, and a critical analysis of the purpose, strategies, methods and effective
models of assessment in mathematics education. Also, constructive and integrate d perspective on assessments
that reflect recent changes in mathematics curriculum will be examined.
Assesment Method
: English Language
Main References
Norain i Idris (2007). Classroom assessment in mathematics educatio n. Kuala Lumpur:McGraw Hill.
Airasian, P. W. (2005). Classroom assessment concepts and application, New York: McGraw Hill.
Gronlund, N.E.(2003). Assessment of students achie vement. New York: Allyn & Bacon.
PMGS 6306
TEACHING OF MATHEMATICS IN EARLY CH ILDHOOD
3 CREDITS
Synopsis
The aim of this course is to assist students in understandin g the suitable methods in teaching early
mathematics to children. Topics of discussio n include among others the mathematics content in th e pre school
curriculum, psychological basis in teachin g early mathematics, teachin g for understandin g and construction of
knowledge, an in tegrated model of teachin g early mathematics, the teachin g of numbers and numerals, the
develo pment of geometric th inkin g and measurement in early mathematics. This course will also discuss
research ideas related to teaching of early mathematics for child ren.
Assesment Method
Main References
Baroody, A.J. (1998).Fosterin g childrens mathematical power: An investigative approach to K-8 mathematics
instruction. Mahwah,NJ : Erlbaum Associates
Shaw, J. & Blakes, S. (1998). Mathematics for young children. New jersey, Prentice Hall (QA 135.5 sha).
Reys, R.E., Suyd Suydam, M.N., Lindquist, M.M.,& Smith, N.L. (1998). Help ing child ren learn
mathematics, Allyn & Bacon
Kellough, R.D. (1996). Integratin g mathematics and scie nce for kin dergarten and primary children, Englewood Cliffs, New Jersey: Prentice Hall, Inc.
Jensen, Robert J.(Ed.)(1993). Research Ideas For the Classroom: Early Childhood Mathematics. Reston,VA:
NCTM.
318
PMGS 6320
COGNITION IN SCIENC E EDUCATION
3 CREDITS
Synopsis
The aim of this course is to expose students to the basic cognitive theories such as the theorie s of
Piaget, Vygotsky, Ausubel, Gagne and th e IPT which supports and explain s the le arnin g process. The
constructivist philo sophy and theory will also be discussed. The earlier cognitive theorie s will be contrasted with
the newer constructivist and neurocognitive theories. Metacognition in relatio n to cognition will be discussed.
The course will also expose students to how cognitive th eories can be interpreted into theoretical frameworks to
scaffold student conceptual studies.
Assesment Method
Main References
Slavin, R.E. (2006). Educatio nal Psychology. NY: Allyn & Bacon
Driscoll, M.P. (2005). Psychology of Learning for Instructio n, (3 rd Editio n) NY:Allyn & Bacon.
Gagne, E.D. (2000). The Cognitive Psychology of School Learning.(3 rd Edition) NY: Allyn & Bacon.
Reisberg, D. (2005). Cognitio n-Explorin g the science of the mind, 3 rd Edition. NY:W.W. Norton.
PMGS 6322
ASSESSM ENT IN SCIENC E EDUCATION
3 CREDITS
Synopsis
This course discusses the princip les and practices of assessment in Science Educatio n and analyses
critically the objectives, method and strategies used in assessment of science education in schools. Topics
discusses in clude assessment of cognitive outcomes, affective, process and la boratory activities, use of
assessment instruments such as tests, ratin g scale s, check-lists, relatio nship between curriculum and
assessment in general and research issues in volvin g assessment in scie nce education.
Assesment Method
Main References
Kubiszyn, T. (2009) Educatio nal Testing and Measurement : Cla ssroom Application and Practice(8th ed)
New York : Willey & Sons.
Airasian, P.W.(1994) Cla ssroom Assessment New York : McGraw Hill.
Wiersma, W. (1990) Educational Measurement and Testing (2 nd ed) Boston : Allyn and Bacon
319
PMGS 6323
ISSU ES IN SCIENCE-TECHN OLOGY-SOC IETY EDUCATION
3 CREDITS
Synopsis
The topics that will be discussed inclu de the rationale of in tegration of the scie nce-technolo gy-society
(STS) concept in science education, the equilib riu m between acquisition of scientific knowledge and the
understandin g of STS issues, innovative strategies in te achin g STS, the effect of STS on scie ntific lite racy,
ethics and values. The course will also discuss researches done rela ted to STS, laboratory activities within the
STS framework and assessment in STS.
Assesment Method
Main References
Kumar, D. & Chubin, D.E. (2000). Science, Technolo gy and Socie ty: A source book on research and practice
(Innovations in science and technology education). NY: Kluwer.
Yager, R.E. (1996). Science/Technolo gy/Society as reform in science education. NY: State University of New
York Press.
Thirunarayanan, M.P. Thirunarayanan, M.P. (1992). Handbook of scie nce technolo gy and socie ty, Vol 1.
Arizona: Arizona State University.
PMGS 6324
ISSU ES AND TR ENDS IN EN VIRONM ENTAL EDUCATION
3 CREDITS
Synopsis
This course will discuss the causes and effects of several environmental problems and actions taken
to overcome them. Focus will be given to the approaches and strategies used in environmental education in
schools, both formal and info rmal. The proble ms involved in programs and activities on environmenta l education
will be id entified and steps taken to overcome them will be suggested. There will be discussions on researches
in environmenta l educatio n. Students are required to carry out a simple research on environmental educatio n.
Assesment Method
Main References
Miller,T.Jr. & Spoolman, S.(2010) Environmental Science.California : Wadsworth.
Bruas,J.A.,Woods,A.D.(1993) Environmenta l Science.California : Wadsworth .
Baez,A.V., Knamiller,G.W.,Smyth ,J.C.(1987) The Environment and Science and Technolo gy New York :
Education Pergamon Press.
320
PMGS 6325
SCIENCE AND TECHNOLOGY IN EARLY CH ILDHOOD
3 CREDITS
Synopsis
This course aims to help students understand scie nce and technolo gy education during the early
childhood stage. Among the topics discussed include science and te chnology content in pre-school curriculu m,
princip les of psychology in teachin g science and technology to child ren. Basic scie nce concepts, science
investigations use of multi-media technolo gies in teaching science and assessment strategie s will be given
attention. Discussio ns will also be held regarding the research ideas rela ted to science and technology teaching
at the early childhood stage.
Assesment Method
Main References
Harlan,J.D. & Ravkin, M.S. (2011) Science experiences for early childhood years: An in tegrated affective
approach (10 th.edn.) London : Prentice Hall
Carin, A.A.(1993) Teaching science through discover. New York : Macmillan.
Esler, W.L. & Esler,M.K.(1993) Teachin g elementary science.California : Wadsworth
PMGS 6330
LIFE WELLN ESS PR OGRAMME
3 CREDITS
Synopsis
This course prepares students to work as health educators, health managers and facilitato rs who
effectively in a varie ty of wellness programs involvin g youth and community. Students can identify and manage
the health aspects of exposure to the basic princip les, theory and philosophy of welln ess and the importance of
programs to prevent disease, maintain healthy and productive lifestyle.
Assesment Method
: Malay Language
Main References
Butler, T.J. (1994). Princip les of health education and health promotion. Cola rado: Morton Pub. Co,
Donate lle, R.J. (1994). Access to health. New Jersey: Prentice Hall.
Kementerian Kesihatan Malaysia. Manual kesihatan. Kuala Lumpur: Kementerian Kesihatan
321
PMGS 6333
COMMUNITY HEALTH EDUCATION
3 CREDITS
Synopsis
This course prepares students to become effective health educators in handling the public health
problem. Students identify and manage issues relating to public health such as environmental pollutio n, vita l
statistics, sex-rela ted proble ms, and others. Students will be exposed to a number of strategies that are
considered effective to change the behavio ur of society as a public information strate gy of spreadin g Malaysia
"Healthy Life".
Assesment Method
: Malay Language
Main References
Green, L.W., & Anderson, C.L., (1986). Community health. 5th ed. St. Louis: Mosby College Publishin g.
Publica Health Reports, Health and Behaviour, American Journal of Health Education
PMGS 6336
MENTAL HEALTH
3 CREDITS
Synopsis
This course provides an awareness and understa nding of concepts and th eories rela ted to menta l
health , mental illness types (causes and symptoms), behaviour modification programmess and counseling for
mentally troubled students and multi-le vel research on mental health issues today. The role of counselors and
teachers as well as eth ics and procedures in the process of behavio ur modification will be discussed.
Assesment Method
: Malay Language
Main References
Mahoney, B. (1992). Core concepts in health. Colo rado: MayfiledsPublishing.
Publica Health Reports, Health and Behaviour, American Journal of Health Education
322
PMGS 6341
STRATEGIES AND TECHNIQUES OF TEACHING AND LEARNING IN

PHYSICAL EDUCATION
3 CREDITS
Synopsis
This course will discuss the goals, obje ctives, and concepts of physical educatio n in Mala ysia and the
style of teaching in physical educatio n. Students will also be in troduced to a number of theorie s that relate s to
the learnin g of physical educatio n and suitable teaching aid s in teachin g physical education.
Assesment Method
Main References
Pangrazi R.P. & Darst, P.W. (2006). Dynamic physical educatio n for secondary school students: Curriculum
and Instruction (6 nd.ed). Macmillan Publishin g House.
Harrison, J.M. & Blakemore, C.L. (1992). Instructional strategies for secondary school physical education
(3 rd.ed) WM.C Brown Publishers:Dubuque.
PMGS 6342
MOTOR LEARNIN G AND SPORTS PSYCH OLOGY
3 CREDITS
Synopsis
The course will study about the in divid ula s functioning system and ways in divid uals le arn a skill in
sports. The course will discuss the behaviral learning theories and the Schmidt learning theory. The students will
also be introduced to varia ble s in the le arnin g process of a skill.
Assesment Method
: Malay Language
Main References
Schmidt, R. A. (2005). Motor control and le arnin g: A behaviral emphasis, (5th.e d) Champaign,IL: Human
Kinetics.
Magil, R. A. (2001). Motor learning: Concepts and applicatio n (5th .ed). New York, MaGraw-Hill.
323
PMGS 6343
ADMINISTRATION OF SPORTS AND C O-CURRICULAR IN

EDUCATIONAL IN STITUTION S
3 CREDITS
Synopsis
The students will be introduced to various concepts and theorie s in sports administration / physical
education. The students will understand the vario us styles of administratio n in an organizatio n. The topics that
will be discussed are th eories of administration, administrative styles, management of facilities and equipment,
management of human resource, motivation and the importance of communication.
Assesment Method
: Malay Language
Main References
Bucher, C.A. & Krotee, M.L. (2002). Management of Physical Education and Sport. 12th ed. Mc Graw Hill.
Horine L. (1995). Administration of Physical Education and Sport Programs, 3 rd ed. Brown and
Benchmark,
Madison Wisconsin.
Wee Eng Hoe (1994). Organisasi dan Penta dbiran Sukan dan Penta dbiran Jasmani. Fajar Bakti Sdn.
Bhd.
PMGS 6344
CURRICULUM DESIGN IN PH YSICAL EDUCATION
3 CREDITS
Synopsis
The students are in troduced to th e prin ciple s and process of pla nning and develo pin g physical
education curriculu m. Apart from it the students would also gain experience in the imple mentation, assessment
of the curriculu m of secondary school. Furth er the students will id entify vario us activities to achie ve th e physical
education obje ctives.
Assesment Method
: Malay Language
Main References
Pangrazi, A., & Darst, P.W. (2006). Dynamic physical education for secondary school students, Macmillan
Publishin g Company: N.York
Lumpkin, A. (2004) Introduction to physical education, excercise scie nce and sports studie s
324
PMGS 6346
ADVANCE EXERCISE PHYSIOLOGYN SPORTS
3 CREDITS
Synopsis
This course will examine in more detail about some of the important organ / system that relates to
physical fitness. Students will also be in troduced in detail about the prin ciples of train in g and its application to
individ uals. Students will also learn how to formulate an effective train in g sessions to improve fitness le vels.
Assesment Method
Main References
MacArdle, W.D., Katch, V.I (2000) Exercise physiology, energy, nutrition and human perfo rmance (4th.
Ed). Philadelphia: Lea.
Plowman , S.A. & Smith, D.L. (1997). Exercise physiology for health and performance. Allyn Bacon.
PMGS 6348
CULTURE AND DEVELOPMENT IN MATHEMATICS EDUCATION
3 CREDITS
Synopsis
The focus of this course is the history of development, current practices and the role of culture in
mathematics education. Topics discussed will in clude the in teraction of mathematics education and lo cal
culture, mathematics clasroom culture, reformation in mathematics culture, and new directions in the teachin g
and le arning.
Assesment Method
: English Language
Main References
Norain i Idris (2006). Pedagogi dalam Pendidikan Matematik. Kuala Lumpur: Utusan Publication.
Norain i Idris (2006). Teaching and Learning of Mathematics: Making Sense and Developing Cognitive
Abilities. Kuala Lumpur: Utusan Publication.
Grouws, A.D. (Ed.) (1992), Handbook of Research on Mathematics Teachin g and Learnin g. New York,
NY: Macmillan.
Jonassen, D. (1995). Computers in the Classroom: Mindtools for Critical Thinkin g. Prentice Hall Inc.
325
PMGS 6349
RESEARCH IN MATHEMATICS EDUCATION; TH EOR ETICAL

PERSPECTIVES
3 CREDITS
Synopsis
The aim of this course is to assist students in understa nding th e different theoretical perspectives in
mathematics education research in cluding the philosophical and psycholo gical perspectives. Research
concepts, skills and the competencie s required to construct mathematics education to form an agenda for
research will be discussed. Specia l focus will be given to discussio n on the nature of conducting research,
various research methods and approaches and current research trends in mathematics educatio n.
Assesment Method
: English Language
Main References
Cresswell, J.W.(2005). Educational research. Upper Saddle River, NJ: Pearson education, Inc.
English, L.D. (Ed.). (2003). Handbook of reserch in mathematics education, Hillsdale, NJ: Lawrence
Erlbaum Associates
Kelly, A., & Lesh, R. A. (Eds.).(2000). Handbook of research desig n in mathematics and science education.
Mahwah, NJ: Lawrence Erlbaum Associates
Nik Azis, N.P.(1999). Pendekatan konstruktivisme dala m pendid ikan matematik. Kuala Lumpur: Dewan
Bahasa dan Pustaka
PPGK 6102
RESEARCH IN EARLY CHILDHOOD EDUCATION
3 CREDITS
Synopsis
The course will explo re what is meant by research from philosophical, ethical and practical
perspectives. Students will be in troduced to areas such as lo okin g at surveys and statistics, questionnaires,
ethnography, and action research. The course will also focus upon eth ical considerations in rela tion to early
childhood research, and will devote time to looking at research that incorporates young child rens perspectives.
The course will conclude with sessions on how to conduct a literatu re revie w and how to analyse and present
data. Throughout the course, students will be asked to critiq ue published research usin g the method focused
upon that week.
Assessment Method
: Malay Language
Main References
Roberts-Holmes, G. (2005) Doing your early years research proje ct. London: Sage. Website: look up
http://www.bera.ac.uk (British Educational Research Associatio n) and search for their ethical
guidelin es used in educational research
Denscombe, M (2003) The good research guide 2nd editio n. Maidenhead OU press.
MacNaughto n, G., Rolfe, S. and Siraj-Blatchford, I. (eds) (2001) Doing Early Childhood Rresearch: Internatio nal
Perspectives on Theory and Practice, Maidenhead, OU Press.
Greig, A, & Taylor, J. (1999) Doin g research with children. London: Sage
326
PPGK 6103
CH ILD DEVELOPMENT
3 CREDITS
Synopsis
This course gives an in put on children development based on different theorie s pertaining to certain
aspects of development. Discussion will inclu de theories, pattern and factors that influ ence child ren
develo pment.
Assessment Method
: Formative Evaluation (Test, Assignment): 60%, Examination: 40%
: Malay Language
Main References
Berk, L. (2006). Child development, 7 th Ed. (International Edition) Allyn & Bacon.
Santrock, J. (2004). Child development, 10 th Ed. MacGrow-Hill.
PPGK 6190
DISSERTATION
40 CREDITS
Synopsis
semester.
Assessment Method
Main References
327
PPGK 6301
CURRICULUM IN EARLY CHILDH OOD EDUCATION
3 CREDITS
Synopsis
The course focuses on the theories and practices in early childhood educatio n such as Montessori,
Reggio Emilia, High Scope and developmentally appropriate practice. This course also gives students the
opportunity to analyze the curriculum of early childhood education in Malaysia and other countries. Focus will be
given to the issues of implementatio n of the curriculum within the context of children le arning.
Assessment Method
: Assessment Evaluation(Test, Assignment): 60%, Examination: 40%
: Malay Language
Main References
Roopnarine, J., & Johnson, J. E. (2008). Approaches to early child hood education. 5 th Editio n. New Jersey :
Prentice Hall.
Morrison, G. S. (2006). early childhood education today. 10th Edition. New Jersey: Prentice Hall.
Copple, C., & Bredekamp, C (2006). Basics of developmentally appropria te practice. NAEYC. United States of
Amerika.
PPGK 6302
ORGANIZATION AND MANAGEMENT OF EARLY CHILDHOOD

PROGRAM
3 CREDITS
Synopsis
This course gives an in put on the system of organizin g and managin g an early child hood education
program for in fant, toddler and early young children. Discussion will also in clude the concept of managing and
administratin g the set up of early childhood educatio n program that includes the needs of the organisatio n, skills
needed and the human resource stuffing.
Assessment Method
: Malay Language
Main References
Click, P.M. (2004). Administration of programs for young child ren, (6 th Edition). Thomson Delmar Learning.
Dorothy J. S, & Dorsey, A. (2003). Develo pin g & administerin g an early childhood center (5 th. Edition). Thomson
Delmar Learning.
Shoemaker, C. J. (2000). Leadership and management for young child ren, (2 nd Edition). NJ : Prentice-Hall, Inc.
328
PPGK 6303
LANGUAGE AND LITERACY OF EARLY CHILDHOOD
3 CREDITS
Synopsis
The course inte nds to give an understanding to the students on theoritical aspects on the language
literacy of early childhood. The course will also disclose on the acquisition of language in young child ren.
Factors affecting the acquisition of la nguage and literacy of young children will also be part of the discussion in
the course. The course will also explo re researches pertain in g to the literacy of early childhood education and
the implementation of the curriculu m.
Assessment Method
: Assessment Evaluation (Test, Assignment):70%, Examination: 30%
Main References
Mahzan Arshad. (2008) Pendidikan Literasi Bahasa Melayu: Strategi dan pelaksanaan. Kuala Lumpur: Utusan
Publication and Distributors.
Mahzan Arshad. (2003) Pendid ikan Literasi Bahasa Melayu: Satu Pendekatan Bersepadu. Kuala Lumpur:
Utusan Publications and Distributo rs.
Terry, S. S. (1996). Literacy for Young Children. New Jersey: Prentice Hall Inc.
Raines, S., & Isbell, R. (1994). Storie s: Child rens literatu re in early educatio n. Albany, NY: Delmar Publishers
Inc.
PPGK 6304
PLAY AND CR EATIVE EXPR ESSION
3 CREDITS
Synopsis
The course focuses on the concept and process of pla y and creative expression; particularly that is
related to the children development and identificatio n of the goal in early young educatio n, develo pment of the
programme, its implementation and evaluation. This course also gives students the opportunity to analyze the
current trend in the curriculu m design and content, scope and organization, in novation and th e process of pla y
and creative expression. Focus will be given to the identification of issues and challe nges for research.
Assessment Method
: Assessment Evaluation (Test, Assignment) : 60%, Examination: 40%
: Malay Language
Main References
Isenberg, J. P., & Jalongo, M. R. (2000). Creative expression and play in early child hood (3 rd ed.). Upper Saddle
River, NJ: Merrill/Prentice Hall.
Fromberg, D. P. (2000). Play and meaning in early child hood education. Allyn
Docket, S., & Fleer, M. (1999). Pla y and pedagogy in early childhood: Bendin g th e rule s. London: Harcourt
Brace & Company.
329
PPGK 6305
EARLY CHILDHOOD INTER VENTION
3 CREDITS
Synopsis
This course addresses early id entification, services, supports, and intervention for young children, birth
through 4 years, who demonstrate dela ys in development that may place them at risk for late r id entification as
having a learning disability (LD). Develo pment may be rela ted to individual variations in rates and patterns of
maturation, environmental fa ctors such as language exposure, and quality of learning opportunities. Early
indicators that a child may have LD in clude delays in speech and la nguage development, motor coordin atio n,
perception, reasoning, socia l in teraction, prerequisite s to academic achie vement and oth er areas rele vant to
meeting educational goals. These indicators may occur concomitantly with problems in self-regulatio n, attentio n,
or social in teraction. This course will also consider current debates in early child hood specia l education focussed
around divergence in philo sophy and images of disability and th e rela tionship of these varia tions to concepts of
meaningful assessment, child and family rights, inclu sion, partnership s with parents and profe ssionals,
approaches to curriculu m and incorporatio n of technolo gical tools in to practice.
Assessment Method
: Continuous evaluation(Test/Quiz and Individual and Group): 70 %,

Examination: 30%
: Malay Language
Main References
Shonkoff, J. P., & Neisels, S. J. (2000). Handbook of early childhood in tervention. UK : Cambridge University
Press.
Talay-Ongam, A. (2004). Early develo pment risk and disability: Rela tional contexts. Frenchs Forest, NSW :
Pearson Education
Odom, S. L., Hanson, M. J., Blackman, J. A., & Kaul, S. (2003).Early intervention practices around the world.
London : Paul H. Brookes Pub Co.
PPGK 6307
TREND AND ISSU ES IN EARLY CHILDHOOD EDUCATION
3 CREDITS
Synopsis
The course aims at identifying theorie s, curriculu m and perspectives in early child hood educatio n.
Discussion will also in volve the comparative curriculu m in Malaysia and elsewhere. The course also focuses on
the effort of identifying issues for research purposes.
Assessment Method
: Malay Language
Main References
Staples New, Rebecca & Cochran, Moncrieff. (2007). Early child hood educatio n: An in ternatio nal encyclopedia.
Greenwood Publishing Group.
Copple, C., & Bredekamp, S. (2006). Basics of develo pmentally appropria te practice. NAEYC. United States of
Amerika.
330
PPGS 6101
PER SONALITY
3 CREDITS
Synopsis
This course in troduces the theory and applicatio n of the development of human personality. Emphasis
is given to enable students to gain a cle ar understanding of the advantages and disadvantages of several major
theorie s of personality develo pment. Among the topics to be discussed are the basics of the concept of
personality, theories of personality such as psychoanalytic approach, neopsychoanalitic, socia l
phenomenological approach, cognitive and social learnin g theory, the relationship of personality with physical
health and mental health.
Assessment Method
: Continuous Evaluation (Assignment) : 60%, Examinatio n: 40%
Main References
Roberts-Holmes, G. (2005) Doing your early years research proje ct. London: Sage.
Denscombe, M. (2003) The good research guid e. 2nd editio n. Maidenhead OU press.
Greig, A., & Taylor, J. (1999) Doing research with child ren.London: Sage MacNaughton.
G.,Rolfe, S. and Siraj-Blatchfo rd, I. (eds) (2001) Doin g early childhood. research: Internatio nal perspectives on
theory and practice. Maidenhead, OU Press.
Website: lo ok up http://www.bera.ac.uk (British Educational Research Association) and search for their ethical
guidelin es used in educational research
PPGS 6103
THEORIES OF C OUNSELLING
3 CREDITS
Synopsis
The obje ctive of this course is to help the students to understand th e varied relatio nship amongst the
individ uals and the world of work. Focus would be given to careers development by studying the careers
develo pment theorie s, relevant researches in this field; studyin g the psycholo gical and sociolo gical factors which
influences individuals careers choice. Students would also be exposed to counsellors role in careers choice
and skills in career counselling. Students will also be exposed to current issues in careers counselling.
Assessment Method
: Continuous assessment (Test, Assignment) : 50%, Examination : 50%
Main References
Gladdin g, S. T. (2009). Counseling : A comprehensive profe ssion. New Jersey: Pearson.
Gorey, G. (2007). Theories and practice of counselling and psychoth erapy.
CA: Wardsworth .
Capuzzi, D.,& Gross, D.(1999). Counselling and psychotherapy: Theorie s and interventio n. NJ: Merill.
331
PPGS 6104
COUNSELLING TECHNIQUE
3 CR EDITS
Synopsis
This course gives exposure to the individual attributes of an effective counsellor and the in divid ual
counsellin g process. Besides that, the student will be exposed to th e skills and techniq ues th at can be used in
counsellin g sessio ns. Skills taught include attending, listening, structurin g, problem solving and others. Several
counsellin g techniques based on theory will also be taught.
Assessment Method
: Continuous assessment (Practical in class):60%, Test: 40%
Main References
Brammer, M. L., & MacDonald , G. (1999). The helpin g relationship : Process and skills (7th edition). Needham,
Cormier, W.H& Cormier, L. S. (1998). Intervie wing strategies for helpers. California : Brooks/ Cole
Publishin g Company
NA: Allyn and Bacon.
Egan, G. (1982). The skilled helper: Models, skills and methods for effective helping. California: Brooks/Cole
Publishin g Company
PPGS 6105
CAREER COUN SELLIN G
3 CR EDITS
Synopsis
This course introduces the student to le adership in group counseling and the theorie s that can be
applied in its implementation. The course is aimed at guid ing the student to assume a leadership role in effective
group counseling. This course also imparts the skills of implementin g group counseling as well as methods of
intervention to overcome crises in groups. Besid es th at, the student will understand the eth ical guidelines in
implementing group counseling.
Assessment Method
: Continuous assessment (Test. Assignment) : 50%, Examination: 50%
Main References
Sharf, R. S. (2006). Applying career develo pment theory into counseling. California : Wardsworth.
Brown, D. (2003). Career Information, Career Counsellin g and Career Development (8th ed). Allyn and Bacon.
Rohani Nasir. (2003). Isu-isu kaunseling danpPerkembangan kerjaya. Utusan Publications & Distributors Sdn
Bhd.
Sidek Mohd Noah. (2002). Perkembangan kerjaya : Teori dan praktis. Serdang: Penerbit UPM.
Herr, E. L. & Crammer (1996). Career guidance and counselling th rough the life span: Systematic approach
(5th. Ed). Longman : An Imprint of Addition Wesley, Inc
332
PPGS 6106
C OUNSELLING PRACTICUM
3 CREDITS
Synopsis
This is a practical cause allo win g students to conduct counseling sessions under supervision from the
lectures. Students are required to recond at least sever counseling session to be brought to class for review and
supervision purposes. Students need to continue counseling sessio n with the same client until their proble ms
are somewhat resolved. Students need to submit one recondin g in every two weeks.
Assessment Method
: Continuous assessment
Main References
Berry, C (2002). Basic counseling techniques: A begin ing therapists toolkit, IL : 1st Books Library.
Hill, C. F.& O Brien, K. M. (1999). Help ing skills: Facilitatin g exploration, insight and action. APA.
Baird, B.N(1996). The internship, practicum and field placement handbook: A Guide for the Helpin g Professio ns.
Prentice Hall.
Corey, G.(1996). Case approach to counselin g and psychotherapy (4th.ED) Pacific Grove : Brooks/Cole
Publishin g Company.
PPGS 6107
GR OUP GUIDANCE AND C OUNSELLING
3 CREDITS
Synopsis
This course introduces the student to le adership in group counseling and the theorie s that can be
applied in its implementation. The course is aimed at guid ing the student to assume a leadership role in effective
group counseling. This course also imparts the skills of implementin g group counseling as well as methods of
intervention to overcome crises in groups. Besid es th at, the student will understand the eth ical guidelines in
implementing group counseling.
Assessment Method
: Continuous assessment(Test, Assignment): 50%, Examinatio n: 50%
Rujukan Utama/Main References

Corey, G. (2007). Theory and practice of group counselin g. Pacific Grove, CA: Cengage.
Corey, M. S., & Corey, G. (2001). Groups process and practice, (6 th Ed.). Brooks/ Cole Publishing Company.
Kottler, J. A. (2001). Learning group leadership : An experie ntia l approach. Needham Heights: Allyn Bacon.
333
PPGS 6111
EDUCATIONAL PSYCH OLOGY
3 CR EDITS
Synopsis
This course aims to equip Masters students with knowle dge and skills rela ting to theories and
processes of cognitive development. Information processin g model will also be discussed. Other aspects
including culture, knowle dge, understandin g, proble m solving, creative and critical thin king and decision making
will also be discussed.
The second part of the course deals with students characteristics relating to learning, intellig ence, creativity,
social and emotional develo pment and motivation.
The third part will involve vario us environmental aspects that enhance teaching and learnin g.
Assessment Method
: Continuous Evaluation (Test, Assignment) : 60%, Examination: 40%
Main References
Ormrod, J. E. (2010). Educatio nal psychology: developin g le arners. Columbus, OH: Merill Prentice Hall.
Santrock, J. W. (2001). Educational psychology. Boston: McGraw Hill.
Crowl, T .K., Ka minsky, S., & Podell, D. M. (1997). Educatio nal psychology. Dubuque: McGraw-Hill.
Woolflo k, A. E. (1998). Educatio nal psychology. Needham Heights, MA:Allyn and Bacon.
PPGS 6112
PSYCH OLOGY OF LEARNIN G
3 CREDITS
Synopsis
This course aims to facilitate students understandin g of the basic concepts of learnin g. Students will
be introduced to various theories and approaches to learnin g and the issues that are rele vant to the process of
learning.
Assessment Method
: Continuos Assessment (Test, Assignment): 60%, Examination :40%
: Malay Language and English Language
Main References
Hergenhan, B. R., & Olson, M. H. (2007). An introductio n to theories of learning, (5 th Edition). Prentice Hall
Internatio nal.
Robert, E. H. (2002). Transfer of learning: Cognition, instructio n and reasoning. The Educational Psychology
Series
Bower, G. (1989). The psychology of learning and motivation. Academic Press.
334
PPGS 6113
LIFE SPAN D EVELOPM ENT
3 CRED ITS
Synopsis
This course aims at providin g student with cognitive knowle dge as well as hands-on experie nce in the
knowledge of holistic lifespan develo pment of people from birth through age 80 (death). Furthermore,the student
will have a knowledge of how culture and socio-economic status influence life span development. Several
different theoretical schools alo ng with the theorists associate d with each will be explored. Students will also be
given ample opportunity to observe real people in person as well as on film and identify the themes and stages
of lifespan develo pment that they are experiencing. There will also be many opportunitie s to interact with people
one on one who are experie ncing different stages of lifespan develo pment from birth to old age. The student will
explore a multi-model approach to encourage active le arning in volvement in the teaching-le arning process and
exsperience through th e use of the visual, auditory, gestural, spatial and kinaesthetic modalities to support and
facilitate explorations of texts.
Assessment Method
Main References
Papalia , D., Olds, S., & Feldman, R. (1998). Human develo pment, (7th ed.). McGraw-Hill.
Muus, R. E. (1990). Adole scent behavior and socie ty: A book of readings. New York: McGraw Hill International.
Dusek, J. B. (1987). Adolescent development behavior. London: Prentice Hall Internatioanl Inc.
PPGS 6115
ADOLESC ENT PSYCHOLOGY
3 CREDITS
Synopsis
This course aims to enable teachers, counselo rs, parents and educators understand the psycholo gy of
adole scence. This course will examine the growth and physical development of young children, job
develo pment, and cognitive ability, socio-emotional development and relatio nships with significant people,
personality develo pment, adole scent issues and fa ctors that cause the problem and the world in preparatio n for
adulth ood.
Assessment Method
Main References
Santrock, J. (2008). Adolescent development. Internatio nal student editio n, McGraw Hill Publishers.
Berk, L. (2006). Development through the lifespan. Pearson International editio n, USA : Allan and Bacon
Publishers.
Dacey, J., & Kenny, M.(1997). Adolescent development, (2 nd ed.). Dubuque: Brown & Benchmark Publisher.
335
PPGS 6116
SOCIAL C OGNITION
3 CREDITS
Synopsis
This course will enable students to understand the in teraction between cognitive, social, and affective
develo pment. Among the topics that are taught, including the importance of cognition, ecology, and cognitive
develo pment, la nguage develo pment and social cognition, children's understandin g of emotion, morality, and
acknowle dges the socia l self, attitudes, perceptions, and self-identity formation and inte rpersonal relatio nships.
Assessment Method
Main References
Forgas, J .P.(2007). Handbook of affect and social cognitio n. USA:Lawrence Erlbaum Associates, Ins.
Hala, S.(1999). The development of socia l cognition. New York: Psychology Press.
PPGS 6125
SPECIAL EDUCATION
3 CR EDITS
Synopsis
This is a fundamental course in specia l education which aims at introducing to the educators,
counselors, school administrators, and semi-professional groups who have constant contact with students of
diversity rangin g from learnin g disabilities to the gifted. Important topics inclu de basic aspects of specia l
education, as well as theorie s and in structional approach for special children such as gifted, learning disabilitie s,
behavourial disorder, emotional disorder and sensory disorder.
Assessment Method
: Continuous Assessment - Individual Assignment, Case Study, In-class

Participation (60%) Examination (40%)
Main References
Woolfolk, A. E. (2007). Educatio nal psychology, (10 th ed.). Allyn and Bacon Inc.
Bender, W. N. (2001). Learnin g disabilities: Characteristics, id entification, and teaching strate gie s. University of
Georgia . Allyn and Bacon, Inc.
Goodle y, D. (2000). Self-advocacy in th e lives of people with learning difficulties: The politics of resilience.
Philadelphia: Open University Press.
Hallahan, D. P. , & Kauffman, J.M. (2000). Exceptional le arners. Boston: Allyn and Bacon.
Heward, L. W. (2000). Exceptional child: An introduction to specia l education. Merrill, Prentice Hall, Inc.
Smith, D. D. (1988). Special education. Boston: Allyn and Bacon.
Ward, L. (1998). Innovations in advocacy and empowerment fo r people with intellectual disabilities. London:
Lisieux Hall Publisher.
Chua, T. T., & Koh, B. B. (1992). Pendid ikan khas dan pemulihan. Kuala Lumpur: Dewan Bahasa dan Pustaka.
336
PPGS 6126
TEACHING OF STUDENTS WITH LEARNIN G DISABILITIES
3 CRED ITS
Synopsis
Among the topics discussed are: special educatio n, child ren with le arning disabilitie s; identificatio n,
concept, definition; history; major theorie s, medical aspect, etiology: genetic, pre-birth, post-birth, medical
factors; cognitive and la nguage characteristics of children with learning disabilities; personality and socia l
characte ristics; reading skills; writing skills; mathematical skills, behaviour of children with le arnin g disabilities;
treatment of behavioural intervention; placement and services.
Assessment Method

Participation (60%) Examination (40%)
Main References
Mohd. Sharani Ahmad. (2004). Mengurus kanak-kanak yang susah belajar. Bentong, Pahang: PTS Publications.
Gibb, G. S. (2000). Guide to writing quality individualized educatio n programs: what's best for students with
disabilities? Boston: Allyn and Bacon.
Hallahan, D. P., & Kauffman, J. M. (2000). Exceptional learners. Boston: Allyn and Bacon.
Katharine G. B., & Geraldin e P. W. (1982). Language disorders and learnin g disabilities: Reprinted from topics in
language disorders. Rockville , Md.: Aspen Syste ms Corporatio n.
Kirk, S. A., Gallagher, J. J., & Anastasiow, N. J. (2000). Educating exceptional child ren, 9 th Edition. Boston:
Houghton Mifflin Company.
Mittler, P. J. (2000). Workin g towards inclusive education: social contexts. London: David Fulton Publishers.
Pagliano, P. J. (2001). Usin g a multisensory environment : a practical guide for teachers. London: David Fulton
Publishers.
Wilkins, J. (2001). Group activities to include students with specia l needs: Developing social interactive skills.
London: David Fulto n Publishers
Smith, C. R. (1994). Learning disabilities: The interactio n of learner, task, and setting, 3 rd Editio n. Boston: Allyn
and Bacon.
Smith, D. D. (1988). Special education: Teachin g an age of challenge, 3 rd Edition. Boston: Allyn and Bacon.
337
PPGS 6127
EDUCATION OF CHILDREN WITH SPECIAL N EED S
3 CREDITS
Synopsis
This course aims to expose students to specia l education in Malaysia. Focus is given to child ren with
learning proble ms such as child ren with dyslexia, autistic, gifted, behavio ural roble m, Down syndrome and
others. Among the topics discussed would be: insructional curriculum, behavio ural proble m and its
management, factors affecting learnin g in the classroom, evaluatio n, the use of testing and remedial strategie s.
Assessment Method
: Individual Assignment, Case Study, In-class Participation (60%),

Examination (40%)
Main References
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: Introduction to specia l educatio n.
Massachusetts: Allyn and Bacon.
Kirk, S. A., Gallagher, J. J., & Anastasiow, N. J. (2000). Educating exceptional children, 9th Edition. Boston:
Houghton Mifflin Company.
Heward, L. W. (2000). Exceptional child: An introduction to specia l education. Merrill, Prentice Hall, Inc.
McLoughlin, J. A., & Lewis, R. B. (2008). Assessing students with specia l needs, (7th ed.). Columbus, Ohio:
Pearson Prentice Hall.
Smith, D. D. (1988). Special education. Boston: Allyn and Bacon.
PPGS 6128
PSYCHOLOGY OF THE GIFTED
3 CRED ITS
Synopsis
This course aims to provid e an understandin g of the psycholo gy of gifted children. Among the topics
that will be discussed in clude the definitio ns of gifted children, characteristics of gifted child ren, approaches to
the identificatio n of gifted children, problems of gifted children and how to overcome them. Latest thoughts and
research on gifted child ren rela ting to historical perspective and current issues as well as the evaluation of gifted
children will be discussed.
Assessment Method
Main References
Colangelo, N., & Davis, G. A. (2003). Handbook of gifted educatio n. Boston, MA: Pearson Educatio n, Inc.
Khatena, J. (1992). Gifted: Challenge and response for education. Itasca, IL: F. E. Peacock Publishers, Inc.
Tannenbaum, A. J. (1986). Gifted children: Psychological and educational perspectives. New York: Macmillan.
Khatena, J. (1982). Educational psychology of the gifted. New York: John Wiley.
338
PPGS 6130
BA SIC THEORIES FOR DIAGN OSIS AND R EMEDIATION IN

READIN G
3 CREDITS
Synopsis
This course aims at enhancing th e knowledge and understanding of teachers in relatio n to various
functions of reading, princip les and instructio nal approach in readin g. In additio n, this course is desig ned for the
purpose of identification of specific reading problem in the cla ssroom, diagnosis, and remedia l for reading
problem that has been identifie d. Students will also learn evaluation technique for th e purpose of identifying
weaknesses in reading among children.
Assessment Method

Participation (60%), Examinatio n (40%)
Main References
Schumm, J. S. (2006). Understandin g readin g problems: Reading assessment and in struction. New York:
Guilford Press.
Churton, M. W., & Cranston-Gin gras, A. M. (1998). Teaching child ren with diverse abilities. Massachusetts: Allyn
& Bacon.
Heilman, A. W., Blair, T. R.,& Ruple y, W. H. (1998). Princip les and practice of teaching reading. Columbus,
Ohio: Merrill Prentice Hall.
Shearer, A. P., & Homan, S. P. (1994). Lin king readin g assessment to instruction. New York: SMP.
PPGS 6135
M EASUREM ENT THEORY
3 CREDITS
Synopsis
The purpose of this course is to introduce students to the ele ments of classical test theory and the
basic concepts of educational measurement. The topics for discussion inclu de: measurement science,
measurement scales, test th eory, concepts and foundation for test theory, introduction to scaling, test scores as
composites, reliability and the cla ssical true scores models, procedures for estimating relia bility, reliability
coefficients for crite rion-referenced tests, introduction to valid ity, statistical procedures for prediction and
classification, test scoring and inte rpretation, setting standards and introduction to modern test theory.
Assessment Method
: Malay Language
Main References
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory, (3rd ed.). New York: McGraw-Hill.
Crocker, L., & Algina, J. (1986). Introduction to cla ssical and modern test theory. New York: Holt, Rinehart &
Winston.
Popham, W. J. (1978). Criterion-referenced measurement. Englewood Cliffs, NJ: Prentice-Hall.
339
PPGS 6136
MEASUR EMENT AND EVALUATION IN EDUCATION
3 CREDITS
Synopsis
The objective of this course is to in troduce to students the fundamental issues in educatio nal
measurement and use of measurement instruments in educational setting. The topics will inclu de: the natu re of
measurement and its functions, delivery of information and interpretation of quantitative data, the meanin g and
application of norms, test valid ity and reliability, the external factors affecting the perfo rmance of cognitive te sts,
the general principle s of test constructio n, formulatio n and use of essay tests, test construction objectives,
analysis of test items for the classroom, the assessment of the effective variable, gradin g and reportin g,
measuring schola stic attitude, standardized achie vement tests and standard interest, personality and socia l
behavior measures.
Assessment Method
Main References
Thorkie dsen. T. A. (2005). Fundamentals of measurement in applie d research. Boston, New York: Pearson
Education.
Aiken, L .R. (2003). Psychological testing and assessment, ( 9th ed.). New York: Allyn & Bacon.
Walsh, W. B., & Betz, N. E. (2001). Tests and assessment, (4th ed.).Upper Saddle River, N.J: Prentice-Hall.
Hopkins, K. (1998). Educatio nal and psycholo gical measurement and evalu ation, (8th ed.).Boston: Allyn &
Bacon.
Thorndike, R. M., Cunnin gham, G. K., Thorndike, R. L., & Hagen, E. P. (1991). Measurement and evalu ation in
psycholo gy and educatio n, (5th ed.). New York: MacMillan Publishin g.
PPGS 6137
PR OFESSIONAL EXPERIENC E (INTERN SHIP)
3 CREDITS
Synopsis
The course is designed to enable th e students understandin g on the main counselling theories as the
basis in counsellin g sessions. The problems of various theories will be explain ed and discussed. The various
counsellin g techniques in each theory will also be explain ed and demonstrated. At the end of the course,
students are expecte d to formulate their own personal counselling theory by integrating the theories learned in to
their own life princip le, world views and experiences.
Assesment Method
: Continuous assessment : 100%
Main References
Boylan, J. & Scott, J. (2008). Pacticum and internship : Textbook and resource guide for counselling and
psychotheraphy (4th. Ed.). New York, NY: Routledge.
Baird, B. N. (2007). The in ternship, practicum, and fie ld pla cement handbook : A Guid e for the help ing
professio ns (5th Ed.). Upper Saddle River, NJ: Prenctice-Hall
Perry, C., & LMFT, D.M. (2002). Basic counsellin g techniques: A begin nin g th erapists to olkit, IL: 1st Book
Library.
Hill, C. F., & OBrien, K. M (1999). Helping skills : Facilitating exploration, insig ht, and action. Washingto n, DC:
American Psychologocal Assn.
340
PPGS 6138
MULTICULTURAL COUNSELLING
3 CREDITS
Synopsis
The course is designed to provid e students with the knowledge and skills in multicultural counsellin g.
Students will be taught the vario us theorie s, approaches and skills in counsellin g clie nts from diverse cultural
groups in cluding the minoritie s. The cultural groups in clude the eld erly, single mother/father, divorced, drug
addicts, homosexuals, specia l child ren and others.
Assessment Method
: Continuos assessment : 40% Examinatio n : 60%
Main References
Axelson, J. A. (1999). Counselling and development in a multicultural society. CA: Brooks Cole.
Ivey, A. E., Ivey, M. B., & Morgan, L. S. (1997). Counselling and psychotherapy: A multicutu ral perspective.
Boston: Allyn and Bacon.
Wehry, B. (1995). Pathways to multicultural counsellin g competence: A developmental jo urney. CA: Brooks/Cole
Pub.
PPGS 6139
PSYCHOLOGY OF CAR EER D EVELOPM ENT AND PLANNING
3 CREDITS
Synopsis
A Study of trends in the world of work; of career develo pment theorie s and practical applicatio ns; of
career education; and of sources and uses of occupational, educational and social information. Emphasis is
placed upon develo pin g skills in assistin g in dividuals and groups ele mentary school through adulth ood-in
career development plannin g. Topics covered in this course inclu de : Work in Malaysia and basic aspects of
vocational psychology; theories of career develo pment and choice; rela tionship between educatio n of train ing
and work; career counselling in vario us settings and with diverse populations; development of a productive
lifestyle; specia l problems (e.g job satisfaction, displacement, dual-career families, indecisio n and
indecisiveness, etc); assessment and in formation issues; impact and development of inte rests, abilitie s, and
values.
Assessment Method
: Assignment and/or test (Test, Assignment) : 50%, Examinatio n : 50%
Main References
Brown. D. (2006). Career information, career counselling & career development (9th Ed.). Boston, MA:
Pearson Allyn and Bacon.
Brown, S. D. & Leng, R. W. (2005). Career development and counselling : Putting theory and research to work.
Hoboken, NJ: John Wiley & Sons, Inc.
Niles, S. G., & Harris-Bowlsbey, Joann (2001). Career develo pment in terventions in th e 21st Century. Prentice
Hall.
Peterson, N., & Gonzale z, R. C. (2005). The role of work in people s lives: Applie d career counsellin g and
vocational psychology (2nd. Ed.). Belmont, CA: Thomson Brooks/Cole.: Kendall/Hunt Pub. Co.
341
PPGS 6140
PR OFESSIONAL STANDARD AND C OUNSELING ETHICS
3 CREDITS
Synopsis
This course exposes students to current issues related to ethics of the counseling professio n.
Students will get information on codes of ethics as practised by the Malaysian Counseling Association
(PERKAMA) and the American Counseling Association (ACA). Students will also be given in formation so that
they can formulate their own approaches guided by ethics to resolve issues in the counselin g professio n.
Assessment Method
: Continuous assessment (Test, Assignment) : 60%, Examination: 40%
Main References
Corey, G., Corey, M. S., & Callanan, P. (2006) Issues and ethics in the helpin g professions. California:
Wardsworth.
Welfel, E. R. (2006). Ethics in counseling and psychotherapy: Standards, research, and emergin g issues.
California: Wardsworth.
Pope, K. S., & Vasquez, M. J. (1998). Ethics in psychotherapy and counseling : A practical guide, (2 nd Ed.). San
Francisco; Jossey-Bass.
PPGS 6141
A SSESMENT IN COUN SELIN G SERVICES
3 CREDITS
Synopsis
A field-based experie nces in an approved educatio nal, institutional, or agency setting. This experience
is designed to provid e counselling student with a supervised experience in implementing the skills and
knowledge necessary for the effective counsellor. It provides an opportunity for graduate students to use
reflective decisio n making in assessin g, designing, deliverin g and evaluating effective counselling. Requires
completion of work hours and achievement of performance/experience standards. Supervisio n by university
faculty and agency personnel. On campus meeting (regula rly held cla ss periods on campus) for discussion of
clinical issues and skill develo pment.
Assessment Method
Main References
Seligman, L. (2004). Dia gnosis and treatment pla nning in counseling (3 rd Ed). New York, NY: Springer.
Groth-Marnat, G. (2003). Handbook of psychological assessment (4 th Ed). Hoboken. NJ: John Wile y & Sons. Inc
MacCluskie, K. C., Welfel, E. R. & Toman. S. M. (2002). Usin g test data in clin ical practice: A handbook of for
mental health professionals. Sage Publicatio n.
Watkins, C. E..Campbell, V. L. (2000). Testing and assessment in counseling practice (2 nd Ed). Mahwah, NJ:
Lawrence Erlb aum Assocites, Inc..Publishers.
342
PPGS 6190
R ESEARCH REPORT
3 CREDITS
Synopsis
semester.
Assessment Method
: Continuous assessments: 100%
Main References
Abd Rahim Md Nor. (2009). Statistical methods in research. PJ, Selangor: Prentice Hall.
Chua, Y. P. (2008). Asas statistik penyelid ikan. Shah Alam: McGraw-Hill
Chua, Y. P. (2008). Asas statistik penyelidikan: Analisis data skala ordinal dan nominal. Shah Alam: McGrawHill
Chua, Y. P. (2006). Kaedah penyelidikan. Shah Alam: McGraw-Hill
PPGS 6309
CURRICULUM STRATEGIES, ASSESSMENT AND EVALUATION

FOR CHILDR EN WITH SPECIAL NEED S
3 CR EDITS
Synopsis
The aim of this course is to provid e substancial knowle dge on the above objectives/concepts so th at
students are more confident and able to desig n and implement effective curriculu m and assessment
programmes for children with specia l needs. The course also provides a comparison of what is available locally
and overseas and to be aware of its strengths and weaknesses. From students research the outcome will be
shared with others for a strong foundation reflecting the aims of this course.
Assessment Method

Participation (60%), Examination (40%)
Main References
Bricker, D. (2000). Assessment, evaluation programming system. Balti more: Brooks.
Kenneth, W. H., Sheila, L. F., & Mada, K. M. (1993). Curriculum-based evaluation. California: Brooks/Cole.
David, B. (1988). Curriculum for developing countries Canada : University of Calg ary.
Sebestian, S. (1986). Curriculum for the education of mildly and moderately handicapped children in Mala ysia.
Selangor and Federal Territory Associatio n for Mentally Retarded Children, Kuala Lumpur.
343
PPGS 6318
COUN SELIN G IN H IGHER INSTITUTE OF EDUCATION
3 CR EDITS
Synopsis
The course exposes the students to understand the need for guidance and counsellin g programs in
higher education. Some of the issues that will be addressed are individual, academic and career counsellin g.
The course will also introduce students to plan effective guid ance programs in higher education. Some of the
topics that will be discussed in detail are : the meaning of guidance, the importance of guidance, plannin g an
effective guid ance program and conductin g a case study.
Assessment Method
: Continuous assessment(Test, Assignment) : 40%, Examination : 60%
Main References
Komives, S. R ., & Woodard, D. B. (Eds.). (2003). Student services: A handbook for the professio n. San
Francisco: Jossey-Bass.
Evans, N. J., Forney, D. S., & Guido-Dib rito, F. (1998). Student development in college: Theory, research and
practice. San Francisco: Jossey-Bass.
Palmer, S. (1997). Handbook of counselin g, (2nd Ed.). UK: Routledge.
PPGS 6319
AGENCY COUN SELLING
3 CREDITS
Synopsis
The course in tends to explore personal and professio nal aspects of agency counselling and its
challe ngers and rewards. The course will also discuss how the knowledge and skills of counselling can be
applied to an agency or organizatio n. The main focus will be the use of counsellin g skills in proble m solving and
decision-making. Additionally, the development of human resource in the aspect of staffing, recruitin g, train ing
and develo pment, research and staff performance in an agency will also be discuss. This course will observe the
effort to enhance welfare of the members especia lly in terms of human relatio ns.
Assessment Method
: Continuous assessment(Test, Assignment) : 40%, Examination : 60%
Main References
Glading, S. T. & Newsome, D . W. (2009). clinical mental health counseling in community and agency setting
(3rd. Ed). Prentice Hall.
Seligman, L. (2004). Dia gnosis and treatment pla nning in counseling (3rd. Ed). Springer.
Lewis, J. A., Lewis, M. D.,Daniels, J. A., & D Andrea, M. J. (2002). community counseling: empowerment
strategie s for a diverse socie ty. Cangage Learnin g.
Dry, J. G. (2000). Safe passage: Making it through adole scence in a risky society : What communities can
do.USA: Oxford University Press.
MasCluskie, K. E. & Ingersoll, R. E. (2000). Becoming a twenty-first century agency counselo r: personal and
professio nal. Cengage Learning.
Richardson, B. K. (1986). Community agency counseling. Washin gton, D: American Counseling Association.
344
PPGS 6320
MARRIAGE AND FAM ILY C OUNSELING
3 CRED ITS
Synopsis
The course is desig ned to expose the students to marriage and family counseling in the community.
Some of the issues discussed are proble ms faced by married couple such as separatio n, divorce, family conflict,
and abuse. Besides that, students are exposed to certain issues such as remarria ge, family with single parent
and family with dual earners. Some of the approaches of marriage and family counselin g are also discussed.
Assessment Method
: Continuous assessment: 60%, Peperiksaan : 40%
Main References
Bitter, J. R. (2009). Theory and practice of family therapy and counselin g. Belmont, California : Cencage
Learnin g.
Goldenberg, H., & Goldenberg, I. (2008). Family therapy: An overview. Belmont, California : Cengage.
Hanna, M. S. (2007). The practice of family therapy: Key ele ments across models. Belmon, CA: Thomson
Learnin g.
Becvar, D. S., & Becvar, R. J. (2006). Family therapy: A systemic integration. Boston, MA : Allyn & Bacon.
PPGS 6321
FUNDAMENTALS OF FACTOR ANALYSIS
3 CREDITS
Synopsis
This course will present the fundamentals of factor analysis. The theory and applicatio n of factor
analysis in educatio nal research is explored. Topics inclu de: matrix alg ebra operatio ns, the theory of common
factor model and its difference from principal components analysis and the implicatio n of employin g each type of
model in data analysis, types of factor extraction, princip les of factor extractio n, class of rotations for
interpretatio n, the history and develo pment of factor analysis, its use and abuse in the literature and recent
develo pments in the fie ld. Besid es explo ratory factor analysis, confirmatory factor analysis using appropria te
software will also be addressed. Basic skills in the use of a statistical software package (LISREL) that is
necessary for this course will be presente d.
Assessment Method
Main References
Tabachnick, B. G., & Fidell, L. S.(2001). Using multivaria te statistics. Boston: Allyn and Bacon.
Hair, J. F., Anderson, R. E.,Tatham, R . L., & Black, W. C.(1998). Multivariate data analysis. Upper Saddle River,
NJ:Prentice Hall.
345
PPGS 6322
INSTRUM ENT DESIGN AND ITEM D EVELOPMENT
3 CRED ITS
Synopsis
This course will present the fundamentals of instrument desig n and develo pment for educatio nal
research. Topics in clude basic concepts and issues in instrument development, instrument desig n, le vels of
measurement and the appropria te statistics to be used, clarification of the obje ctives of the in strument
develo pment, examinatio n of the approaches to be adopte d, decisio n on the dimensio ns of interest, format to be
used, development of a pool of items, Q-sorting of items, scale development, the strengths and weaknesses of
Likert, and Semantic differential, Guttman, Thurstone scales, item refinement, design layout , administration and
scoring guide. The psychometric properties of the instrument based on the APA and Standards will also be
addressed.
Assessment Method
: Continuous Evaluation (Assignment) : 60%; Examination: 40%
Main References
Aiken, L. R., & Groth-Marnet, G. (2006). Psychological testing and assessment, (12th. Ed.). USA: Pearson.
Kline, T. J. B. (2005). Psychological testing: A practical approach to design and evaluation. New Delhi: Vistaar
Publications.
PPGS 6323
EVALUATION MOD ELS
3 CREDITS
Synopsis
This course will present the array of traditional and contemporary evaluation models used in
evaluation research. The to pics fo r discussion in clude: Evalu atio n research as a discipline, its major differences
from traditional educatio nal research, the history and development of th e evalu ation research movement, major
models of evalu atio n such as th e Tyle ria n, Context In put, Process Product (CIPP), Countertance, Suchman,
Goal Free evaluatio n and other models. Published work in evaluation research will be presented for class
critique.
Assessment Method
Main References
Rossi, P. H., & Freeman, H. E., & Lipsey, M. W. (1999). Evaluatio n: A systematic approach (6th ed.). Beverly
Hills, CA: Sage Publications.
Herman, J. L., Morris, L.L., & Fitz-Gibbon, C. T. (1987). Evaluators handbook. Beverly Hills:Sage Publicatio ns.
Kellaghan, T., & Stufflebeam, D. L. (eds.) International handbook of educational evaluation. Part One:
Perspectives. Dordrecht: Luwer Academic Publishers.
Kellaghan, T., & Stufflebeam, D. L. (eds.) International handbook of educational evalu ation. Part Two: Practice.
Dordrecht: Luwer Academic Publishers.
Stufflebeam, D. L., & Shinkfield, A. J. (1985). Systematic evaluation. Boston : Kluwer Nijh off Publishing.
346
PPGS 6324
PROGRAMME EVALUATION
3 CREDITS
Synopsis
This course will present the concepts and theory of programme evaluatio n. The topics for discussion
include: the rationale , ele ments, approaches of programme evaluation, programme evaluation and revie w
techniq ue (PERT), cost benefit analysis and current issues and trends in programme evaluatio n. Examples of
programme evaluation publication will be presented for class critiq ue.
Assessment Method
Main References
Royse, D.,Thyer, B. A., Padgett, D. K., & Logan, T. K. (2006). Program evaluatio n: An introduction, (4 th ed.).
Singapore: Thomson/Brooks/Cole .
Fitzpatrick, J. L., Sanders, J. R., & Worth en, B. R. (2003). Program evaluation: Alternative approaches and
practical guid elin es. Boston:Allyn and Bacon.
Weiss, C. H. (1998). Evaluation :Methods for studying programs and policies, (2 nd ed.) Upper Saddle River, NJ :
Prentice Hall.
Gredler, M. E. (1997). Program evaluatio n. Englewood Cliffs, N.J: Prentice-Hall.
Sanders, J. R. (1992). Evaluatin g school programs : An educators guide. Newbury Park : Corwin Press, Inc.
PPGS 6327
PSYCH OLOGICAL TESTING
3 CREDITS
Synopsis
This course will present basic ele ments, concepts, methodologies and theorie s of psycholo gical
testing. Topics to be discussed are: history and develo pment of psychological testing, the use of psychological
testing in education, the types of tests, test resources, the classificatio n test, a test user qualificatio ns, statistical
concepts used in the interpretation of test results, the general level of intellectual tests, tests special abilities,
personality testing, uses, issues and current developments.
Assessment Method
: Continuous Evaluatio n (Assignment) : 60%; Examinatio n: 40%
Main References
Aiken, L. R. (1997). Psychological testing and assessment (9th. Ed.). Needham Heights, MA: Allyn & Bacon.
Anastasi, A. (2000). Psychological testing, (6th.e d.). New York: MacMillan.
Murphy, K. R. (1991). Psycholo gical testing: Principle s and Applications, (2nd.ed.). Engle wood Cliffs: NJL
Prentice Hall International.
Kline, T. J. B. (2000). Psychological testing- A practical approach to desig n and evaluation. New Delhi: Vistaar
Publications.
347
PPGS 6329
SCHOOL GUIDANC E AND COUN SELLIN G
3 CREDITS
Synopsis
The course objective is to expose students to the importance of guid ance and counsellin g program in
schools. Some of the issues focused would be needs of individual, academic and careers counselling. This
course would also prepare students to plan an effective guidance and counsellin g program in schools. The
meaning of guidance and counselling, the importance of guidance and counselling program in schools, planning
an effective guidance and counsellin g program, and carrying out case studies would be dealt with in details.
Assesment Method
: Continuous assessment(Test, Assignment): 40%, Examinatio n: 60%
Main References
Gibson, R.L. & Mi tchell, M.H (2003). Introduction to counselin g & Guidance. Prentice Hall Inc. Columbus. Ohio.
Nugent, F.A. (2000). Introduction to Profession of Counselin g. Prentice Hall Inc. New Jeresy.
Suradi Salim. (1996). Bimbingan dan Kaunselin g. Utusan Publicatio n and Distrib utors
Capuzzi, D & Gross, D.R. (1995). Counselin g & Psychotherapy: Theorie s & Inte rventions. Prentice Hall, Inc.
New Jersey.
PXGM 6101
THEORIES AND C ONCEPTS IN EDUCATIONAL MANAGEM ENT
3 CREDITS
Synopsis
This course will give the students an overvie w on past and current trends of educational management
in educational secto rs and how it derived to educatio nal sector from pure management. The topics to be
discussed; the definitio n and concepts and process of educatio nal management theorie s and their practices and
approaches. This course will also emphasize the various practical aspects in management such as pla nning
organizin g, le ading and control at the micro or school le vel. Communicatio n and conflict resolutio n will also be
given due attention. PBL approaches will be employed to involve student in the learning process.
Students are required to study organizatio nal administratio n and management of education, role s and functions
of managers in educatio nal administratio n in educatio nal institutions based on their knowle dge and
understandin g of concepts and prin ciples of management besid es studyin g related cases in management.
Assesment Method
: Continuous assessment: 70%; examinatio ns: 30%
: Malay Language
Main References
Hoy, W. K., & Miskel, C.G. (2008) Educational Administration: Theory, Research and Practical (7 th). Boston. IL;
McGraw-Hill.
Jazzar, M., & Algozzine, B. (2006). Critical issues in educational leadership . Boston, MA: Allyn and Bacon.
Bush, T. (2005) Theories of Educational Leadership and Management(2 nd), London: Paul Chapman
Lunenburg, F. C., & Ornstein, A. C.(2005) Educatio nal Administration, Concepts and Practices (3 rd) Belmont,
CA : Wadsworth
Bush, T. (2003) Theories of Educational Leadership and Management(3 rd), London: Paul Chapman
348
PXGM 6102
EDUCATIONAL ADMIN ISTRATION AND ORGAN IZATION
3 CREDITS
Synopsis
Students are required to study organizational administration and management of education, roles and
functions of managers in educatio nal administratio n in educatio nal institutions based on their knowle dge and
Assesment Method
: Malay Language
Main References
Bell, Les; and Stevenson, Howard (eds.) (2006). Education Policy: Process, Themes and Impact. London:
Routledge.
Shafriz, J.M. & Steven, O.J. (2006). Classics of Organizational Theory, (5th Edition). Orlando: Harcourt.
Hall, R.H. (2005). Organizational Structures, Process and Outcomes, (6 th Edition). Prentice Hall: NJ.
Jaffee, D. (2005). Organization Theory Tension and Change. McGraw-Hill: Boston.
Bryson, J. M. (2004). Strategic Planning for Public and Nonprofit Organizations. San Francisco: John Wiley &
Sons Inc.
349
PXGM 6103
EDUCATIONAL LEADER SHIP
3 CREDITS
Synopsis
Assesment Method
: Continuous assessment: 100%
: Malay Language
Main References
M. Fullan (2007). Educatio nal leadership . San Francisco.
Yukl, G. (2006), 6 th ed). Leadership in organizations. New Jersey: Prentice Hall
Begley, P. T. & Leonard, P. E. (2005). The values of educational administratio n. London: Falmer Press.
Davies, B. (2005). The essentials of school leadership. London: SAGE Jossey-Bass (2000). Reader on
Educational Leadership. San Francisco.
PXGM 6104
RESEARCH IN EDUCATIONAL ADMINISTRATION AND

MANAGEMENT
3 CRED ITS
Synopsis
Students will be introduced to th e research process and research skills in studying organizatio nal
culture, behavior and preference. Several methodolo gie s, methods and in struments for data collectio n will be
discussed. Different dimensions (such as qualitative, and quantitative approaches, survey and empirical survey)
will be discussed. Qualitative and quantitative data analysis will be examined. Basic academic writing skills will
also be explo red.
Assesment Method
: Malay Language
Main References
Bell, J. (2006). Doing your research projects (5rd. ed). Buckingham, Philadelphia: Open University Press.
Kerlinger, F. N (2005). Foundations of behaviours research. New York: Holt, Rinehart and Win ston.
Sherman, Robert & Webb B. Rodman (2004). Qualitative research in education: focus and methods. London:
Falmer.
Sufean Hussin (2004). The art of research and dissertation writin g for the arts and humanities. Bentong: Asas
Tunas.
Cohen, L., Manion, L., Morrison, K. (2002). Research methods in education. Sussex: Rutle dge, Flamer.
350
PXGM 6105
ISSUES IN SUPERVISION AND INSTRUCTIONAL

IMPROVEMENT IN EDUCATIONAL OR GANIZATIONS
3 CREDITS
Synopsis
In recent years there is a debate about the competing definitio ns and vie ws of supervisio n, and a
supervisors positio n has increasin gly shifted from a control or deficit model to a more supportive, colle gia l,
cooperative, and mentoring role. Two guid ing questio ns that can lead our thin king would be: (1) What
supervisory processes promote teacher professio nal growth and develo pment, which results in quality
instruction? (2) What knowledge and skills do supervisors need in order to help teachers who are at various
stages of professional development? Clearly, in respondin g to these two questions, teacher le arning is vie wed
as the most important ele ment in the in structional improvement process. And the supervisors as instructio nal
leaders and the supervisio n process as developmental is viewed critical in promoting contin uous growth and
develo pment, which results in effective schools.
Assesment Method
: Continuous assessment: 70%; examinatio n: 30%
: Malay Language
Main References
Malakolunthu, Suseela. (2007). Supporting te acher learning in Mala ysia: Problems and possib ilitie s of refo rm.
Kuala Lumpur: University of Malaya Publications.
Glickman, C. D (2005). Supervisio n and Instructional Leadership: A Development Approach (6th edition).
Singapore: Prentice Hall.
Wiles, J. and Bondi, J. (2005). Supervision: A guid e to practice. New Jersey: Pearson.
PXGM 6106
INFORMATION AND TECHNOLOGY IN EDUCATIONAL

MANAGEM ENT
3 CREDITS
Synopsis
This course will reveal students about the role of managers and educational administrators in the
context of IT management in educational system. Examples of cases on information technology absorbing
prosess in educational institutio ns management in side and outsid e of the country will be discusses and
specified. The purpose of this course is to explo re th e crucial development of IT field in school management.
Among the to pics to be focused are IT in educational management as sub-system, maximizing th e potentials of
IT for educational management, organizing the theorie s and practice for IT assimilation in schools,
administratio n and computer-assisted schools, and a cases of IT absotbing in school management and
experiences from outside of the country.
Assesment Method
: Malay Language
Main References
William, B.K. & Sawywwer, S.C. (2004). Usin g In formation Technology: A Practical Introductio n to Compute r &
Communication. (Complete Version). New York: McGraw-Hill.
Shelly, G.B., Cashman, T.J & Vermaat., M.E. (2004). Discovering Computers: A Gate way to Information.
Boston, USA: Thomson Course Technolo gy.
OLeary, T.J. & OLeary, L, I. (2004). Computer Essentials. New York: McGraw-Hill.
351
PXGM 6107
HUMAN RESOURC E MANAGEM ENT IN EDUCATION
3 CREDITS
Synopsis
Assesment Method
: Malay Language
Main References
Young, P (2007). The Human Resource Function in Educational Administration. Prentice Hall: New Jersey.
French, Wendell (2006). Human Resource Management. Houghton Mifflin: Boston.
Dessler, G. (2005). Essentials of Human Resource Management. Prentice Hall: New Jersey.
Stewart, R. (2005). The Reality of management (6 rd). London: Hein emann.
PXGM 6108
MANAGEMENT OF STRATEGIC POLICY IN EDUCATION
3 CREDITS
Synopsis
This course focuses on analysis and management of education policies, particula rly strategic macro
policie s. It discusses concepts, theorie s, methods of policy analysis, and policy cycle process. Students are
exposed to vario us management approaches to manage education policies, with particula r emphasis on
strategic management. Strategic education policie s are analysed using strategic management models. Students
are required to analyse specific education policies usin g policy analytic tools and strategic management models.
Assesment Method
: Malay Language
Main References
Routledge.
Yukl, G. (2006). Leadership in organizatio ns. New Jersey: Prentice Hall
Sons Inc.
M. Fullan (2005). Educatio nal leadership . San Francisco: Jossey Bass.
Sufean Hussin (2002). Dasar Pembangunan Pendid ikan Malaysia. Kuala Lumpur: Dewan Bahasa dan Pustaka.
352
PXGM 6109
FINANCIAL PLANNIN G AND EC ONOMY OF EDUCATION
3 CREDITS
Synopsis
This course will focus on financial plannin g and economics of educatio n at macro and micro level. The
topics to be discussed at macro level will be inclu ded government revenues and expenditu re in educatio n, trend
in educatio nal expenditures and demand and supply for educatio n, human capita l concepts and in vestment in
human capital, cost-benefit and cost effectiveness analysis in education, education and economic growths,
education production fu nction, analysis of earnin g and income distribution, and manpower pla nning and supply
and demand for teachers
At the micro level aspects related to financing educatio n and school finances which in clude school budgeting
sysytem, financial allocation, financia l procedures and lo an and grant system will be discussed in detail.
Assesment Method
: Malay Language
Main References
Shahril@Charil Marzuki (2008). Dasar kewangan pendidikan. Kuala Lumpur: PTS Publication & Distributo rs.
Belfied, C. R. (2005). Economics princip les for education. London: Edward Elger Publishing Limited.
Geraint Johnness & Jil Johnness (2005). International handbook on the economic of educatio n. London: Edward
Elger Publishing Limited.
Psacharopoulas G. (2005). Economics of education Research and studies. London: Oxford Pergamon Press.
Shahril@Charil Marzuki (2005). Mengurus dan membiayai pendidikan di Malaysia . Kuala Lumpur: PTS
Publication & Distributors.
PXGM 6110
CR EATIVITY AND CHANGES IN EDUCATIONAL MANAGEMENT
3 CREDITS
Synopsis
As a necessity in current world s, the educatio n managers who understand the way of managing
school effectively, way of organizin g for a creative solutio n and makin g a creative and in novative solutio n will be
success. This course will expla in the way of thinking and the creative techniq ues in doing changes in the
education management. The examples of leadership s creativity, the way to motivate staffs and other aspects
relevant to the education management will be discussed. The creative techniq ues under the education
management which brin gs to the development of organizatio n will be further analyzed.
Assesment Method
: Malay Language
Main References
Sternberg, R.J. (Ed.). (2009). Handbook on Creativity. London: Cambridge University Press.
Bowden, M. (2005). The Creative Mind: Myths and Mechanisms. London: Routledge.
Senge, P. (2005). Schools that learn. London; Nicholas Brealy.
Claxton, G. & Lucas, B. (2004). Be Creative: Essential Steps to Revita lize your Work and Life. London: BBC
Books.
353
PXGM 6192
EDUCATIONAL MANAGEMENT RESEARCH R EPORT
12 CREDITS
Synopsis
educational management studie s and carry out the study for the Management Proje ct. Students would conduct a
comprehensive review of the relevant literatu re, and use appropria te methods of data collection and analysis.
Students would be supervised by a lecturer th roughout the process. A research report is submitted for
examination at the end of the semester.
Assesment Method
Main References
PXGT 6111
RESEARCH IN INSTRUCTIONAL TECHNOLOGY
3 CREDITS
Synopsis
The course is intended to guide Instructional technolo gy postgraduate students who are ready to carry
out research in Instructional technology. Relevant issues and research in th e field of in structional te chnology
and relate d field s are discussed.
Assesment Method
: Continuous Learning (Class forum; Assignments): 70%, Exam: 30%
Main References
Creswell, J.W. (2005). Educational Research. (2 nd Edition). New Jersey: Pearson Education Ltd.
Fraenkel, J. R. & Wallen, N. E. (2006). How to Design and Evaluate Research in Education (6 th Editio n). Boston:
McGraw-Hill.
Jonassen, D.H. (2004). Handbook of Research for Educational Communication & Technolo gy (2 nd Edition).
Washin gton DC: Association for Educational Communication & Technology.
Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education (5 th Edition). London:
Routledge/Falmer.
354
PXGT 6113
BASIC INSTRUCTIONAL DESIGN AND TECHNOLOGY
3 CREDITS
Synopsis
This course introduces students to the basic prin ciple s and concepts of instructional design and
technology as a process to develo p alte rnative strategies to solve problems relate d to teaching and learnin g.
Topics in clude: princip le s of in structional desig n and technology, learnin g th eories, models of instructio n,
process to id entify problems in teachin g and le arning, desig nin g and developing alternative strategie s and
materials to solve problems, and evalu atin g and managing the whole develo pment process in line with the
learning outcomes.
Assesment Method
: Continuous assessment (Cla ss forums; Assignments; Presentations): 70%,

Exam: 30%
Main References
Roblyer, M. D. & Doering, A. H. (2010). Integratin g Educational Technology into Teaching. Boston: Allyn &
Bacon.
Gupta, K. (2007). A Practical Guide to Needs Assessment (2 nd Edition). San Francisco: John Wiley and Sons.
Driscoll, M. P. (2006). Psycholo gy of Learning for Instruction (3 rd Editio n). Boston: Pearson.
PXGT 6190
DISSERTATION
40 CREDITS
Synopsis
semester.
Assessment Method
Main References
355
PXGT 6301
PSYCHOLOGY OF LEARNING AND INSTRUCTION MODEL
3 CRED ITS
Synopsis
In this course, we will discuss the defin itions and history of psycholo gy from the three main
perspectives: Behaviourism, cognitivism, and Constructivism. Behaviourism focuses on the phenomena of
observable stimuli and responses; cognitivism places emphasis on mental processes, whereas constructivism
proposes th at reality is a human construct that is independent of observable phenomena. The focus is on how
and what theories la y the foundatio n for the applicatio n of technolo gy in in struction.
This course surveys some of the important models of teaching such as the social family of models, the
information processin g family models, the personal family of models, and the behavio ural fa mily of models.
Among the methods discussed are the lecture methods; small group method; discussio n method; Socratic
Method; metacognitive modelling and others. These models and methods of teachin g will be examined from the
theoretical viewpoint and research evidence supporting the effectiveness in the delivery info rmation.
Assesment Method
: Continuous Learning (Class forum; Assignments): 60%, Examinatio n: 40%
Main References
Glass, A. & Holyoak, K. (2000). Cognition: Auckland:McGraw-Hill Book Co.
Biggs, J. & Moore, P. (1998). The process of Learning. New Jersey:Prentice Hall
Anderson, J. R. (1997) Cognitive Psychology and its implications. New York:W.H. Freeman and Company
Philips,J.A. (1997). Pengaja ran Kemahiran Berfikir:Teori dan Amalan. Kuala Lumpur: Utusan Publications Sdn
Bhd
Leahey, T. & Harris, R. (1997). Learnin g & Cognition. New Jersey: Prentice-Hall.
Klein, S. (1991). Learnin g:Princip les and Applications. New York:McGraw-Hill International.
PXGT 6302
AD VANCED IN STRUCTIONAL D ESIGN AND TECHN OLOGY
3 CREDITS
Synopsis
The course will expose students to the princip le s and concept of instructio nal desig n to develop sound
instructional solutio ns. Topics inclu de computer-based instructio n, proje ct management, plannin g, assessment,
design princip le s and development tools. This proje ct-oriente d course presents vario us topics which provide
students with opportunities to in tegrate and apply in structional technolo gy theorie s, principles, practices, and
skills in a variety of authentic client-desig ner settings. This course represents a "clinical" approach to project
develo pment in which students will become part of design teams assigned to work with real clients in an effort to
produce real in structional solutions.
Assesment Method
: Continuous Assessment (Assignments; Presentations; Discussions): 70%,

Examinaton: 30%
Main References
Morrison, G.R., Ross, S.M. and Kemp, J.E. (2010). Designing effective instructio n (6 th ed.). USA: Wiley.
356
PXGT 6303
LEARNIN G COMMUNITIES
3 CREDITS
Synopsis
This course is designed to introduce students to the basic concepts, princip les and processes in
develo pin g blended and web-based learning environments and communities. Through a number of learnin g
activities, students will use a variety of resources to develop basic knowledge and skills in creating learnin g
environments and communities conducive for learning. Students will also have the opportunity to reflect and
consider how to integrate these knowledge and skills into their teaching repertoire and context.
Assesment Method
: Continuous assessment (Assignments; Presenta tions; Discussio ns): 70%,

Examination: 30%
Main References
Palloff, R.M. & Pratt, K. (2007) Building online learnin g communities: Effective strategies for the virtual
classroom. San Francisco: Jossey-Bass.
Jonassen, D.H. & Land, S.M. (2000) Theoretical foundations of learnin g environments. Mahwah, New Jersey:
Lave, J., & Wenger, E. (1998). Communities of Practice: Learnin g, Meanin g, and Identity. Cambridge:
Cambridge University Press.
PXGM 6101
THEORIES AND C ONCEPTS IN EDUCATIONAL MANAGEM ENT
3 CR EDITS
Synopsis
Students are required to study organizatio nal administratio n and management of education, role s and functions
of managers in educatio nal administratio n in educatio nal institutions based on their knowle dge and
Assesment Method
: Malay Language
Main References
Hoy, W. K., & Miskel, C.G. (2008) Educational Administration: Theory, Research and Practical (7 th). Boston. IL;
McGraw-Hill.
Bush, T. (2005) Theories of Educational Leadership and Management(2 nd), London: Paul Chapman
Lunenburg, F. C., & Ornstein, A. C.(2005) Educatio nal Administration, Concepts and Practices (3 rd) Belmont,
CA : Wadsworth
Bush, T. (2003) Theories of Educational Leadership and Management(3 rd), London: Paul Chapman
357
PXGM 6102
EDUCATIONAL ADMIN ISTRATION AND ORGAN IZATION
3 CREDITS
Synopsis
Assesment Method
: Malay Language
Main References
Routledge.
Shafriz, J.M. & Steven, O.J. (2006). Classics of Organizational Theory, (5th Edition). Orlando: Harcourt.
Hall, R.H. (2005). Organizational Structures, Process and Outcomes, (6 th Edition). Prentice Hall: NJ.
Jaffee, D. (2005). Organization Theory Tension and Change. McGraw-Hill: Boston.
Sons Inc.
PXGM 6103
EDUCATIONAL LEADER SHIP
3 CREDITS
Synopsis
Assesment Method
: Malay Language
Main References
M. Fullan (2007). Educatio nal leadership . San Francisco.
Yukl, G. (2006), 6 th ed). Leadership in organizations. New Jersey: Prentice Hall
Begley, P. T. & Leonard, P. E. (2005). The values of educational administratio n. London: Falmer Press.
Davies, B. (2005). The essentials of school leadership. London: SAGE Jossey-Bass (2000). Reader on
Educational Leadership. San Francisco.
358
PXGM 6104
RESEARCH IN EDUCATIONAL ADMINISTRATION AND

MANAGEMENT
3 CRED ITS
Synopsis
Students will be introduced to th e research process and research skills in studying organizatio nal
culture, behavior and preference. Several methodolo gie s, methods and in struments for data collectio n will be
discussed. Different dimensions (such as qualitative, and quantitative approaches, survey and empirical survey)
will be discussed. Qualitative and quantitative data analysis will be examined. Basic academic writing skills will
also be explo red.
Assesment Method
: Malay Language
Main References
Bell, J. (2006). Doing your research projects (5rd. ed). Buckingham, Philadelphia: Open University Press.
Kerlinger, F. N (2005). Foundations of behaviours research. New York: Holt, Rinehart and Win ston.
Sherman, Robert & Webb B. Rodman (2004). Qualitative research in education: focus and methods. London:
Falmer.
Sufean Hussin (2004). The art of research and dissertation writin g for the arts and humanities. Bentong: Asas
Tunas.
Cohen, L., Manion, L., Morrison, K. (2002). Research methods in education. Sussex: Rutle dge, Flamer.
PXGM 6105
ISSUES IN SUPERVISION AND INSTRUCTIONAL

IMPROVEMENT IN EDUCATIONAL OR GANIZATIONS
3 CREDITS
Synopsis
In recent years there is a debate about the competing definitio ns and vie ws of supervisio n, and a
supervisors positio n has increasin gly shifted from a control or deficit model to a more supportive, colle gia l,
cooperative, and mentoring role. Two guid ing questio ns that can lead our thin king would be: (1) What
supervisory processes promote teacher professio nal growth and develo pment, which results in quality
instruction? (2) What knowledge and skills do supervisors need in order to help teachers who are at various
stages of professional development? Clearly, in respondin g to these two questions, teacher le arning is vie wed
as the most important ele ment in the in structional improvement process. And the supervisors as instructio nal
leaders and the supervisio n process as developmental is viewed critical in promoting contin uous growth and
develo pment, which results in effective schools.
Assesment Method
: Malay Language
Main References
Malakolunthu, Suseela. (2007). Supporting te acher learning in Mala ysia: Problems and possib ilitie s of refo rm.
Kuala Lumpur: University of Malaya Publications.
Glickman, C. D (2005). Supervisio n and Instructional Leadership: A Development Approach (6th edition).
Singapore: Prentice Hall.
Wiles, J. and Bondi, J. (2005). Supervision: A guid e to practice. New Jersey: Pearson.
359
PXGM 6106
INFORMATION AND TECHNOLOGY IN EDUCATIONAL

MANAGEM ENT
3 CREDITS
Synopsis
This course will reveal students about the role of managers and educational administrators in the
context of IT management in educational system. Examples of cases on information technology absorbing
prosess in educational institutio ns management in side and outsid e of the country will be discusses and
specified. The purpose of this course is to explo re th e crucial development of IT field in school management.
Among the to pics to be focused are IT in educational management as sub-system, maximizing th e potentials of
IT for educational management, organizing the theorie s and practice for IT assimilation in schools,
administratio n and computer-assisted schools, and a cases of IT absotbing in school management and
experiences from outside of the country.
Assesment Method
: Malay Language
Main References
William, B.K. & Sawywwer, S.C. (2004). Usin g In formation Technology: A Practical Introductio n to Compute r &
Communication. (Complete Version). New York: McGraw-Hill.
Shelly, G.B., Cashman, T.J & Vermaat., M.E. (2004). Discovering Computers: A Gate way to Information.
Boston, USA: Thomson Course Technolo gy.
OLeary, T.J. & OLeary, L, I. (2004). Computer Essentials. New York: McGraw-Hill.
PXGM 6107
HUMAN RESOURC E MANAGEM ENT IN EDUCATION
3 CREDITS
Synopsis
Assesment Method
: Malay Language
Main References
Young, P (2007). The Human Resource Function in Educational Administration. Prentice Hall: New Jersey.
French, Wendell (2006). Human Resource Management. Houghton Mifflin: Boston.
Dessler, G. (2005). Essentials of Human Resource Management. Prentice Hall: New Jersey.
Stewart, R. (2005). The Reality of management (6 rd). London: Hein emann.
360
PXGM 6108
MANAGEMENT OF STRATEGIC POLICY IN EDUCATION
3 CREDITS
Synopsis
This course focuses on analysis and management of education policies, particula rly strategic macro
policie s. It discusses concepts, theorie s, methods of policy analysis, and policy cycle process. Students are
exposed to vario us management approaches to manage education policies, with particula r emphasis on
strategic management. Strategic education policie s are analysed using strategic management models. Students
are required to analyse specific education policies usin g policy analytic tools and strategic management models.
Assesment Method
: Malay Language
Main References
Routledge.
Yukl, G. (2006). Leadership in organizatio ns. New Jersey: Prentice Hall
Sons Inc.
M. Fullan (2005). Educatio nal leadership . San Francisco: Jossey Bass.
Sufean Hussin (2002). Dasar Pembangunan Pendid ikan Malaysia. Kuala Lumpur: Dewan Bahasa dan Pustaka.
PXGM 6109
FINANCIAL PLANNIN G AND EC ONOMY OF EDUCATION
3 CREDITS
Synopsis
This course will focus on financial plannin g and economics of educatio n at macro and micro level. The
topics to be discussed at macro level will be inclu ded government revenues and expenditu re in educatio n, trend
in educatio nal expenditures and demand and supply for educatio n, human capita l concepts and in vestment in
human capital, cost-benefit and cost effectiveness analysis in education, education and economic growths,
education production fu nction, analysis of earnin g and income distribution, and manpower pla nning and supply
and demand for teachers
At the micro level aspects related to financing educatio n and school finances which in clude school budgeting
sysytem, financial allocation, financia l procedures and lo an and grant system will be discussed in detail.
Assesment Method
: Malay Language
Main References
Shahril@Charil Marzuki (2008). Dasar kewangan pendidikan. Kuala Lumpur: PTS Publication & Distributo rs.
Belfied, C. R. (2005). Economics princip les for education. London: Edward Elger Publishing Limited.
Geraint Johnness & Jil Johnness (2005). International handbook on the economic of educatio n. London: Edward
Elger Publishing Limited.
Psacharopoulas G. (2005). Economics of education Research and studies. London: Oxford Pergamon Press.
Shahril@Charil Marzuki (2005). Mengurus dan membiayai pendidikan di Malaysia . Kuala Lumpur: PTS
Publication & Distributors.
361
PXGM 6110
CR EATIVITY AND CHANGES IN EDUCATIONAL MANAGEMENT
3 CREDITS
Synopsis
As a necessity in current world s, the educatio n managers who understand the way of managing
school effectively, way of organizin g for a creative solutio n and makin g a creative and in novative solutio n will be
success. This course will expla in the way of thinking and the creative techniq ues in doing changes in the
education management. The examples of leadership s creativity, the way to motivate staffs and other aspects
relevant to the education management will be discussed. The creative techniq ues under the education
management which brin gs to the development of organizatio n will be further analyzed.
Assesment Method
: Malay Language
Main References
Sternberg, R.J. (Ed.). (2009). Handbook on Creativity. London: Cambridge University Press.
Bowden, M. (2005). The Creative Mind: Myths and Mechanisms. London: Routledge.
Senge, P. (2005). Schools that learn. London; Nicholas Brealy.
Claxton, G. & Lucas, B. (2004). Be Creative: Essential Steps to Revita lize your Work and Life. London: BBC
Books.
PXGM 6192
EDUCATIONAL MANAGEMENT RESEARCH R EPORT
12 CREDITS
Synopsis
educational management studie s and carry out the study for the Management Proje ct. Students would conduct a
comprehensive review of the relevant literatu re, and use appropria te methods of data collection and analysis.
Students would be supervised by a lecturer th roughout the process. A research report is submitted for
examination at the end of the semester.
Assesment Method
Main References
362
PXGZ 6101
R ESEARCH IN EDUCATION
3 CREDITS
Synopsis
This course in troduces basic concepts in educatio nal research. It covers problem identificatio n, writing
of objectives and research question as well as other important components in educatio nal research. Students
will learn th e different approach in data collection, and relevant statistical produres in processing th e data.
Students are required to write a research proposal, to critiq ue on others proposals and to suggest
improvements to the proposals.
Assesment Method
: Formative Evaluation (te st, assignment, presentatio n): 60%, Examinatio n: 40%
Main References
Ary, D., Jacob, L.C., Razarich, A. & Sorenson, C. K. (2009). Introduction to research in education, (8th. Ed. ).
USA: Wadsworth Publishing.
Gall, M.D , Gall, J. P. & Borg, W. R. (2006). Educational research: An introductio n, (8th. Ed.). USA: Allyn &
Bacon.
Cresswell, J. W. (2005) Education research: Planning, conductin g and evalu ating quantitative and qualita tive
research. New Jersey: Prentice Hall.
Kerlinger, F. N. (2000). Foundation s of behavio ural research. New York: Holt Rinehart & Winston.
Best, J. W. & Kahn, J. V. (1998). Research in educatio n. Boston: Allyn & Bacon.
363
PXGZ 6102
A PPLICATION S OF STATISTICS FOR R ESEARCH IN

EDUCATION
3 CREDITS
Synopsis
The course is designed to assist students in applying basic statistics for research in educatio n.
Through practical assignments, students not only learn how to apply the statistical techniques, but also how to
prepare and screen data, and how to handle commonly encountered proble ms such as missing values, outliers,
non-normality etc. Articles from educational research jo urnals are used to illustrate how the statistical techniques
are applied and describ ed in the scientific literature, and how the results can be reporte d and interpreted.
The conte nts cover the organisation of data, measurements of variables, central tendency and
variability; measurement scale s; normal distribution; concept of hypothesis testing, comparison of means (small
and la rge samples), comparison of varia nces, contingency table s, Chi Square test, Spearmans rho, Pearson
Moment correlation, random sample and one-way ANOVA.
In general the course covers the most important descriptive and inferentia l statistical techniq ues used in
educational research. Effect size indices and statistical power will be discussed for all mentioned statistical
techniq ues.
Assessment Method
: Formative Evaluation (te st, assignment): 60%, Examination: 40%
Main References
Huck, S. W. (2008).Reading statistics and research, 5 th editio n. Boston: Pearson Educatio n, Inc.
Coakes, S. J., & Steed, L. (2007). SPSS Version 14 for Win dows: Analysis without anguish. John Wiley & Sons
Australia, Ltd.
Chua Y. P. (2006). Asas statistik penyelid ikan. Kuala Lumpur: Mc Graw Hill (Malaysia) Sdn. Bhd.
Minium, E. W., King, B. M. & Bear, G. (2003). Statistical reasoning in psychology and educatio n, (4 th edition).
New York: John Wile y & Sons.
Mann, P. S. (1998). Introductory statistics, (3 rd editio n). USA:John Wile y and Sons, Inc.
Glass, G. V., & Hopkins, K. D. (1996). Statistical methods in education and psychology, (3 rd editio n). Needham
Heights, MA: Ally and Bacon.
364
PXGZ 6103
QUALITATIVE R ESEARCH IN EDUCATION
3 CR EDITS
Synopsis
This course gives students in put on various types of qualita tive research, the implementatio n process
from the aspect of choosing a research topic, sampling, data colle ction te chniques, valid ity and reliability, data
analysis and preparation of report. Students will also be exposed to usage of the la test software as a tool for
analyzin g qualitative data such as Atlas.ti dan Nvivo as alternatives for data analysis. Finally, the student is
required to prepare a qualitative research proposal as a practical exercise.
Assessment Method
: Continuous Assessment : 60%, Examination : 40%
Main References
Creswell, J. W. (2008). Educational research : Planning, conducting, and evaluating quantitative and qualita tive
research, 3 th Edition. New Jersey : Pearson.
Neuman, W. L. (2006). Social research methods : qualitative and quantitative approaches, 6 th Edition. USA :
Allyn and Bacon.
McMillan, J. H. & Schumacher, S. (2006). Research in education : Evidence based Inquiry, 7 th Editio n. New
Jersey : Pearson.
Fraenkel, J. R., & Wallen, W. E. (2003) How to Design and evaluate research in education, 5 th Edition. New York
: Mc Graw Hill.
Gay, L. R., & Airasian. (2003). Educational research Competencies for analysis and applicatio ns. 7th Editio n.
New Jersey : Macmillan Publishin g Company.
PXGZ 6104
SURVEY RESEARCH
3 CRED ITS
Synopsis
This course is carried out in the fo rm of a practicum based on a research project. The student will be
specially guided in the follo win g: Defin ing the research problem, identifying variables, creating items for the
survey questionnaire usin g the Likert scale, carrying out the pilot study to improve the questionnaire,
determinin g the reliability of the questionnaire, sampling techniq ue, administering the questionnaire, preparation
of the code book, data input using SPSS software, data analysis usin g descriptive and/or in ferential statistics,
data summary and inte rpretation; and reportin g findings.
Assessment Method
: Continuous evaluation (test, assignment): 40%, Examinations: 60%
Main References
Oppenheim, A. N. (2002). Questionnaire desig n, inte rviewing and attitude measurement. New York: Printer
Publishers.
Henry, G. T. (2000). Practical sampling: Applied social research method serie s. Vol.28. Newbury Park: Sage
Publications.
Babbie, E. R. (1990). Survey research methods, (2 nd ed.). Belmont, CA: Wadsworth Pub. Co.
Fowler, F. J. (1993). Survey research methods, (2 nd ed.). Applie d Social Reseach Methods Series. Vol.1.
Newbury Park: Sage Publications.
365
PXGZ 6105
FUTUR E STUDIES
3 CREDITS
Synopsis
This course is aimed at exposing students to the concept of future studie s and its application to
educational plannin g of the nation. The main focus of the course is the analysis of glo bal trends that shape the
future such as demographics, environment, technolo gy and economy and their applications to education; The
methods to be in troduced are visioning, scenario , Delp hi Technique, Develo pmental Research and other
methods used for data collection for predictin g future directions in education
Assessment Method
: Continuous Evaluation (te st, assignment): 60 %, Examination: 40 %
Main References
Young, M. F. D. (1999) Curriculum of the future. New York: Routledge Fla mer.
Ford, H. (1999). 20 th Century design: Postmodernism and the future. London: Heinemann Educatio nal Books.
Schwarz, B., & Svedin, U., & Wittrock, B. (1982). Methods in future studie s. Boulder, CO: Westview.
PXGZ 6106
EXPERIMENTAL R ESEARCH
3 CR EDITS
Synopsis
Students will be exposed to the vario us experimental desig n. These inclu de true experiment, quasiexperiment, pre experiment and other rela ted designs. A comparison between the three main design will be
discussed and taking into account the strengths and weaknesses of each desig n. These in clude external and
internal validity, postula tion and testing of hypotheses and the use of appropria te statistical techniques.
Assessment Method
: Formative Evaluation (te st, assignment, presentatio n): 60%, Examinatio n: 40%
Main References
Campbell, D. T. & Stanley, J. C. (1996). Experimental and quasi-experimental designs for research. Chicago:
Rand McNally and Company.
Kerlinger, F .N. (1986). Foundations of behavioral research. New York: Holt, Rinehart and Win ston, Inc.
Isaac, S., & Micheal, W. B. (1985). Handbook in research and evaluation. San Diego: EdITS publishers.
366
PXGZ 6190
DISSERTATION
40 CREDITS
Synopsis
semester.
Assessment Method
Main References
WXGB 6311
DIGITAL LIBRARIES
3 CREDITS
Synopsis
Topics in cluded are: Dig ital lib rary concepts, digital lib raries and the global information society,
develo pment of digital colle ctions and digital lib raries, dig ital library initiatives and research proje cts, technical
infrastructure of the dig ital lib rary, knowle dge organization in dig ital librarie s, document formats and collection
develo pment, in formation access and users of dig ital lib raries, social, economic and policy issues in developing
digital librarie s, professio nal issues in managin g digital librarie s.
Assesment Method
: Continuous Assessment: 70% (assig nment, test,proje ct report and presenta tion)
and Final examinatio n: 30%
Main References
Witten, Ian; Bain bridge, David and Nichols, David. 2009. How to Build a Dig ital Library, Second Edition
(The Morgan Kaufmann Series in Multimedia Information and Systems). Morgan Kaufmann.
Willinsky, John. 2009. The Access Principle : The Case for Open Access to Research and Schola rship
(Digital Librarie s and Electronic Publishing). MIT Press.
Reese, Terry and Banerje e, Kyle. 2007. Buildin g Dig ital Lib raries: A How-to-do-it Manual (A How-to-Do-It
Manual). Neal Schuman Publishers.
Chowdury, G.G and Chowdury, S. 2001. Introductio n to Digital Lib raries. Facet Publishin g.
Lesk, Michael. 2004. Understandin g dig ital libraries. Morgan Kaufmann.
367
WXGB 6321
WEB PUBLISH ING
3 CREDITS
Synopsis
Topics in cluded are: Big picture of web publishin g, web publishin g in librarie s, pla nning of a web
publishin g proje ct, web development tools (open source and commercial), architecture of the web publishin g,
web clients and client-side technolo gie s: e.g . HTML, XHTML, CSS, Javascript, web servers and server-side
technologies: e.g. Apache, PHP, database driven systems, recent web publishin g systems and software, web
publishin g issues: e.g. privacy, usability, accessibility, standards.
Assesment Method
: Continuous Assessment: 70%, Final examination: 30%
: English Language
Main References
Colburn, Rafe. 2006. Sams Teach Yourself Web Publishin g with HTML and CSS in One Hour a Day. 5 th Edition.
Sams Publishing.
Moncur, Michael. 2006. Sams Teach Yourself JavaScript in 24 Hours. 4th Edition. Sams Publishing.
Meloni, Julie. 2006. Sams Teach Yourself PHP, MySQL and Apache: All in One. 3 rd Edition. Sams Publishing
WXGB 6333
LIBRARIES, INFORMATION AND SOCIETY
3 CREDITS
Synopsis
Librarie s, Information & Society is an introductory course emphasizin g the philo sophy, history, and
social aspects of libraries and lib raria nship in todays socie ty. This course explores major issues in the lib rary
and in formation scie nce professio ns as they involve their communities of users and stakeholders. It analyzes
specific situations that refle ct the professio nal agenda of these field s, including the vario us info rmation
processes and services, inte llectual freedom, community service, professional ethics, social responsibilities,
intelle ctual property, literacy, historical and in ternational models, the socio-cultural role of lib raries and
information agencies and professio nalism in general, focusing in particula r on the interrelationship s among these
issues.
Assesment Method
: Continuous Assessment : 70% (Student presentation; Project; e Portfolio; Cla ss

participatio n in group discussion), Final Exam: 30%
: English Language
Main References
Lester, June & Koehler, Wallace C. 2007. Fundamental of info rmation studies. Understandin g info rmatio n and its
environment. New York: Neal-Schuman Publishers inc
Webster, Frank. 2006. Theorie s of the informatio n socie ty. London: Routledge
Rubin , Richard. E. 2010. Foundations of lib rary and informatio n scie nce. 3 nd. Ed. New York: Neal-Schuman
Publishers
Feather, John. 2008. 5 th. Ed. The information society. London: Facet Publishin g
Fourie , Denise K and Dowell, David R. 2009. Librarie s in th e in formation age: An introduction and career
exploration. Greenwood, CO.: Librarie s Unlimited
Lim, Edward Huck Tee. 1970. Lib raries in West Mala ysia and Singapore. Kuala Lumpur: University of Malaya
Library.
Wijayasuriya, Dek; Lim, Huck Tee and Nadarajah, Radha. 1970. The barefoot librarian. London: Clive Bingley.
Borgman, Christine. 2002. From Gutenberg to the Global Info rmation Infrastructure. Cambridge, MA.: MIT Press
368
FACILITIES
MASTERS PROGRAMMES
2014/2015 SESSION
369
FACILITIES
FACILITIES/UNITS
FACILITIES
1.
MULTIPURPOSE SCIENCE LABORATORY

Staff
:
:
Mr. Azlan Aziz

Mr. Mohd Fadzil Ismail
This laborato ry is desig ned to assist and improve laboratory skills of students majoring in Science. The
materials needed for experiments and practical work are made availa ble here. Workshop facilitie s are specially
catered for the students to prepare their teachin g aid s. Students who use this laboratory must abid e by the
laboratory safety rule s. Assistance from the la boratory staff may be required to obta in certain la borato ry
materials.
2.
MICROCOMPUTER ROOM
Staff
Mrs. Anis Amija Amiruldin

Mr. Mohd Hasri Che Ros
Mrs. Norazlina bin ti Ahmed Nawawi
The Microcompute r Unit is equip ped with several IBMXT microcomputers. The unit is created to help
B. Ed and M. Ed students enhance their computer skills. This unit is also used to process educational research
data. Students who use this unit must abide by the given rule s.
3.
LIBRARY
Staffs
The lib rary provides info rmation services needed by th e students, le cturers as well as researchers in
the field of education. Vario us materia ls specifically those related to the education field can be found here.
Among them are school text books, research proposals, theses, lo cal educatio nal journals, reports, conference
papers, newspaper articles and teaching syllabuses.
4.
ART EDUCATION LAB
This unit provid es materials fo r preparing teachin g aids to the students of the Faculty of Educatio n for
microteachin g and Teachin g Practice purposes. Maps enlargement and styrofoam cutting are done here. Some
of the materials available here are manila cards, box cards (2 types), paint, brushes, stationery and oth ers.
370
5.
WORKSHOP
Staff
Mr. Omar bin Shaari
The workshop provid es services and facilities to assist students and staff in producing teaching aid s
like charts, 3D-models and teaching boards. The workshop also provides tools like plywood, softboard, zinc,
chart hanger and other needed raw materials.
6.
TV STUDIO
Staff
Mr. Khairy bin Khalid
The TV Studio provid es services for microteachin g, indoor and outdoor recordings and video
production. Various educational shows recorded on vid eo tapes which can be used for teaching and le arning are
availa ble here. For more info rmation on the TV studio services, please refer to the TV Studio staff.
7.
MULTIMEDIA LAB
Staffs
:
:
Mr. Tun Hairul Farid Ton Hamzah

Mr. Azrul Yusuf
The Mulitimedia room houses equipment and technology fa cilities and computer software. The
equip ment inclu des 15 mulitimedia computer units which can accommodate 30 students at one time, a prin ter,
an LCD proje ctor, a videocamera and a scanner. A Macromedia software is availa ble to produce in teractive
multimedia teaching-le arnin g aid s. The Multimedia room is mainly for students in the multimedia technolo gy and
internet courses. The facilitie s provided are meant to equip students with basic multimedia-internet skills to aid
teachin g and learning in schools.
371
LOCATION OF ROOMS
MASTERS PROGRAMMES
2014/2015 SESSION
372
FA CILITIES
WORKSHOP
J PPHB
TECHNICIAN
RO OM
EA0 01
TECHNICIAN
ROOM
EA012b
STORE
EA0 1 1
EA00 3
EA 01 0
FACILITIES
WORKSHOP
EA004
EA
103
EA 009 EA0 08
ART
PRINTIN G
ROOM
EA005
CERAMIC
R OOM
EA 006 EA0 07
EA
112
E A10 6a
EA
104
EA0 02
EA0 12
EA003b
BILIK
FOTOSTAT
E A00 3a
EA012a
EA0 13
EA
113
EA
11 4
COMPU TER
LAB THREE
EA
102
EA1 01
EA
111
EA1 05
SEMIN AR ROOM
(B SEA20 1)
EA2 01
EA20 2
EA10 6
EA1 07 EA108
EA10 9
SEMINAR ROOM
(BSEA 203)
EA2 03
EA
11 5
EA1 10
SEMIN AR ROOM
(BSEA 206)
EA204
EA20 5
EA20 6
EA207
TE CHNICIAN
ROOM
MULTIMEDIA LAB
SEMINAR ROOM
(BSEA 306)
MULTIM EDIA
W ORKS TAT ION
EA30 1
EA30 2
EA3 03
EA304
EA305
EA30 6
EA30 7
373
EB0 08
STO RE
EB002b
EB002a
MALE PRAYER
ROOM
EB00 7
S ICK
BAY
EARLY CHILDHOOD
CENTER OF EXCELLENCE
RO OM
EB0 06
EB005
EB0 03
EB004
EB008c
E B008 d
EB0 0
9
EB007g
OFF ICE
EB0 02
EB102a
EB00 1
TE CHNICIAN/S TORE
ROOM
EB 105
AR TS LAB ONE
ARTS LA B TWO
EB10 2
EB10 1
EB10 3
EB112
EB11
1
EB1 13
STO RE
E B20
4
C ONTRO L/
RECOR DING
RO OM
TE CHNICIAN
ROOM
EB20 1
EB2 02
SEMIN AR R OOM EB 301

(BSEB30 1)
EB30 1
EB302
EB2 03
SEMIN AR ROOM EB 303

(BSEB3 03)
EB3 03
EB3 04
MATHEMATICS LAB
EB209
INSTRUC TION AL TECH NOLOGY

AND CU RRICULUM R ESOURC E
D EVELOPMENT LAB
EB2 10
EB2 11
SEMINAR ROOM EB306

(B SEB 306)
EB3 05
EB30 6
374
LIB RARY
E C00 1
EC002
SEMINA R ROOM
(BSEC10 3)
EC1 02b
EC1 02a
EC10 2
LANGUAGE
LA B
EC20 1
EC1 03
EC202 a
EC10 1
EC2 02
SEMINAR ROOM
(BSEC10 6)
EC1 04
EC10 5
EC10 6
TUTORS
ROOM
SEMINAR ROOM
(BSEC204)
EC203
EC204
EC20 5
ST ORE
MIKROKOMPUTER LAB
(STUDEN T)
MICR OCOMPUTER
LA B
(STAFF)
EC 301
EC30 2
EC3 03
SEMINAR ROOM
(BSEC305 )
EC30 4
EC30 5
375
ED
00 4f
ED
004 g
ED
0 04h
ED
00 4e
ED
004 i
ED
00 5
ED
004 j
ED
0 07
COU NSELLING LA B
ED
004 d
ED
0 04c
ED
00 4b
HDL&LE
FOYER
ED
0 03
ED
00 4a
ED0 02
HD C&ET

HD C&ET
DC &ET
HD LE& L
DLE&L
- HEAD DEPA RTMENT O F CU RRICU LUM AND ED UCATIO N TEC HNOLOG Y

- DEPARTMENT OF CURR ICULUM A ND EDUC ATION TECHNO LO GY
- HEAD DEPA RTMENT O F LANG UAG EED UCATIO N AND LITERACY
- DEPARTMENT OF LA NGU AGE EDUC ATION AN D LI TER ACY
HDEF&H
DEF&HO
DM&SE
ED1 12
ED1 13
ED1 14
ED1 11
ED1 10
ED1 09
HD EP& C
DEP&C
D EMP&P
HDEMP&P

HD EF& H
DEF&H O
HD M&SE
DM&SE
HD EP&C
DEP& C
HD EMP&PP
DEMP&P
H DM& SE
ED
11 5
ED
116
ED
1 18
ED 106
ED
10 8
ED
1 07
ED MEETI NG RO OM
- HEAD D EPARTMEN T O F EDU CATIO NAL FO UNDATIO NSA ND HUMANI TI ES

- DEPARTMENT OF EDUCA TI ONAL FOUND ATI ONS AND H UMANITIES
- HEAD D EPARTMEN T O F MATHEMATICS AND SCI ENCE EDUC ATIO N
- DEPARTMENT OF MA TH EMATIC SA ND SCIENC E EDUCATION
- HEAD D EPARTMEN T O F EDU CATIO NAL PSYC HOLOG YA ND CO UNSELLI NG
- DEPARTMENT OF EDUCA TI ONAL PSYCHOLO GY AND C OUNSELLING
- HEAD D EPARTMEN T O F EDU CATIO N MAN AGEMENT, PLANNING AND POLIC Y
- DEPARTMENT OF EDUCA TI ON MANAG EMENT, PLANNI NG AND POLICY
ED
101
FAMILY
DEVELOPMENT
C ENTER
O FFI CE
HEAD O F FAMILY
DEVELOPMENT
CENTER
376
REST ROOM
HUMAN
PER FORMANC E LA B
EE
10 4
EE
102
EE
110
EE
105
EE
20 4
EE
202
EE
20 7
EE
203
EE
30 4
EE
302
EE
209
EE
30 3
EE
30 8
EE
305
EE
310
EE
111
EE
1 13
EE
115
EE
117
EE
112
EE
1 14
EE
116
EE
118
EE
210
EE
2 12
EE
214
EE
216
EE
211
EE
21 3
EE
215
EE
217
EE
311
EE
3 13
EE
315
EE
317
EE
312
EE
31 4
EE
316
EE
318
EE
1 19
EE
2 18
EE
3 19
EE
320
377
EH SAN
R OOM
GIGIH
R OOM
FIK IR
ROOM
DOCU MENT
& RE COR D
ROOM
ARIF HALL
AS SI S TAN T
R EGI ST RA R
GEN ERAL OFFICE
AS SI S TAN T
R EGI ST RA R
FOYER
CEMERLANG
MEETING ROOM
BISTA RI HALL
ROOF
ST AF F
REST
ROOM
DEP UT Y DEAN
(F IRS T DEGREE)
DE PUT Y DEAN
(HIGHE R DEGREE)
DEP UTY DEANS OFFICE
DEPUTYDEAN S
OFFICE
ROOF
D EPU TY DEAN
(RESEARC H &
DEVELOPM ENT)
MANAGEM ENT
M EET ING
ROOM
DEANS OFFCE
QUALIT Y
AS SURRANCE
ROOM
DEAN
378
PREPARATION
RO OM
CHEM ICAL/
BIOLO GY
CHEMISTRY
LAB
LIF
PHYSICS
LAB
TUTO RIAL R OOM

FOUR ( T4 )
TUTO RIAL
ROO M
ONE (T1)
B IOLOG Y
LAB
STO RE
TUTO RIAL R OOM

THREE ( T3)
TUTORI AL
ROOM
TWO (T2)
LIF
FOYER
PREPARATIO N
R OOM (PHYSICS)
FOYER
PH YSIC S
STORE
OFFICE
CHEM ICAL
STO RE
OFFICE
C OMPUTER
LAB TWO
SERVER
ROOM
G ROUP
CO UNSELLING
ROOM 1
GROUP
COUNSELLING
ROOM 2
COMPUTER
LAB ONE
LIF
OFFICE
LIF
FO YER
EG
518
EG520
ER LY CHILDH OOD
DIAGNOSTIC LAB
EG
516
RESOURCE
CENTER
(COUNSELLING
PSYCHOLO GY)
FOYER
EG
514
EG
513
EG
511
EG521
EG522
EG523
RESEARCH
ROO M
EG
519
EG526
EG
517
EG
515
EG
510
EG527
EG 509
FOYER
EG 507
EG
508
EG524
LIF
FOYER
EG525
LIF
EG
503
EG
5 04
EG
505
EG
506
379
FOYER
FOYER
STAGE
VIP REST
ROOM
FIR E TA NK
MA IN AUD I
FOYER
AU DI B
AU DI A
FOYER
380
Location Map
FoED Block
SKET Building
BSC/D/E
Faculty of Arts and Social Sciences
Block E
Canteen
FoED Staff
Park ing Lot
FoED Staff
Parking Lot
Block A
Education
Tower
(Block G)
Block C
Block B
FoED
Block D
Auditorium
FoED Staff
Parking Lot
381
ACKNOWLEDGEMENT
MASTERS PROGRAMMES
2014/2015 SESSION
382
A C K N OWLED GEMEN T
To
Prof. Madya Dr. Mariani Md. N or
Dean
H eads of D epartm ents
****************************************************************************************************************************************************************
Prof. D r. Esther Sarojini Daniel
D r. A delina A smawi
Deputy Dean (Higher Degree)
Deputy Dean (Basic Degree)
Pn. A nida Kam aludin
Pn. Mahfuza Mohd N asir
Assistant Registrar (Higher Degree)
Assistant Registrar (Basic Degree)
The H igher Degree H andbook C omm ittee 2014/2015
The B achelor D egree H andbook C om m ittee 2014/2015
D r. H usaina B anu K enayathulla
D r. Ham idah Sulaim an
Department of Management, Planning and Education Policy
Department of Psychology and Counselling
D r. Lau Poh Li
D r. Megat A hm ad Kam aluddin bin Megat D aud
Department of Psychology and CounseLling
Department of Management, Planning and Education Policy
D r. Mohd Sofi A li
D r. Syed K amaruzaman Syed A li
Department of Mathematics and Science Education
D r. Rafiza A bd. R azak
D r. U mi K alsum Mohd Salleh
Department of Curriculum and Instructional Technology
Department of Curriculum and Instructional Technology
D r. Vishalache Balakrishnan
Pn. N orini A bas
Department of Educational Foundation and Humanities
Mr. N orjoharuddeen Mohd N or
En. R ahim i Md. Saad
Department of Mathematics and Science Education
Department of Educational Foundation and Humanities
Support Staff
Support Staff
Mr. Azr i Fazli O mar

Mrs. Sit i Nurmaznum Zulkafri
Mrs. Norkusharina Nasir
****************************************************************************************************************************************************************
and
Other individuals involved either directly or indirectly in the publication of this Handbook.
Thank you.
383

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ACADEMIC CALENDAR 2014/2015

01.09.2014 07. 09.2014

08.09.2014 17. 10.2014

18.10.2014 26. 10.2014

27.10.2014 19. 12.2014

20.12.2014 28. 12.2014

29.12.2014 16. 01.2015

17.01.2015 22. 02.2015

First Semester Examination

23.02.2015 10. 04.2015

11.04.2015 19. 04.2015

20.04.2015 05. 06.2015

06.06.2015 14. 06.2015

15.06.2015 03. 07.2015

Second Semester Examination

ANNUAL BREAK/ SPECIAL SEMESTER

04.07.2015 06. 09.2015

04.07.2015 28. 08.2015

* Malaysia Day (16 September 2014)

50603 KUALA LUMPUR

Mission of University of Mal aya

Vision of University of Malaya

Mission of Faculty of Education

Vision of Faculty of Education

To become the centre

ADMINISTRATION OF THE FACULTY OF EDUCATION

UNIVERSITY OF MALAYA (MASTERS DEGREE) RULES 2010

UNIVERSITY OF MALA YA (MASTERS D EGREE) REGULATIONS 2010

MASTER OF EDUCATION (SOCIOLOGY OF EDUCATION)

MASTER OF EDUCATION (SOCIAL SCIENCE EDUCATION)

MASTER OF EDUCATION (ISLAMIC EDUCATION)

MASTER OF EDUCATION (VALUE EDUCATION)

MASTER OF EDUCATION (ART EDUCATION)

MASTER OF EDUCATION (PHILOSOPHY OF EDUCATION)

MASTER OF EDUCATION (LANGUAGE EDUCATION)

MASTER OF EDUCATION (ENGLISH LANGUAGE EDUCATION)

MASTER OF EDUCATION (ARABIC LANGUAGE EDUCATION)

MASTER OF EDUCATION (PLANNING AND ADMIN ISTRATION)

MASTER OF EDUCATION (MATHEMATICS EDUCATION)

MASTER OF EDUCATION (SCIENC E EDUCATION)

MASTER OF EDUCATION (HEALTH EDUCATION)

MASTER OF EDUCATION (PHYSICAL EDUCATION)

MASTER OF EDUCATION (EDUCATIONAL PSYCHOLOGY)

MASTER OF EDUCATION (SPECIAL EDUCATION)

MASTER OF EDUCATION (MEASUREM ENT AND EVALUATION)

MASTER OF EDUCATION (CURRICULUM AND DEVELOPM ENT)

MASTER OF EARLY CHILDHOOD EDUCATION

MASTER OF EDUCATIONAL MANAGEMENT

MASTER OF INSTRUCTIONAL TECHNOLOGY

MASTER OF MATHEMATIC S EDUCATION WITH

MASTER OF SCIENCE EDUCATION WITH INFORMATION COMMUNICATION

ASSOCIATE PROFESSOR DR. MARIANI MD NOR

Towards this end, the Mission of the Faculty of Education is

To produce competent teachers for schools and oth er educational institutio ns

Department of Educational Foundations and Humanities

Bachelor of Education (TESL)

Faculty offers the follo wing postgraduate programmes as below:

Curriculum and Instruction