KAJIAN RINTIS

1.0 INTRODUCTION
Learning process is an integral part of an individual’s life to construct new knowledge. Basic concept of learning is to produce a holistic individual

in terms of being competent, developing potential, and has high moral standards. These are embodied in the goals and focus of each educational system

around the world. In order to succeed in the learning session, a child needs to stay focused during the teaching and learning process. This to ensure that, by

the end of the lesson, the pupils could achieve the learning objective for a particular lesson.

However, there are few issues encountered in the classroom that prevents the smooth learning session. They are namely, disruptive behaviour and

lack of attention. This is caused by lack of interest. Baranek (1996) stated that poor student achievement is often attributed to a lack of motivation and

rewards are given in an attempt to increase that vital student motivation. The lack of focus issue has created disruptive behaviours as well as produced low

academic achievement. Jacobsen (2013) in his research stated that disruptive behaviour is witnessed by elementary school teachers on a daily basis in their

classroom. Hence, to curb this problem, this study was embarked to investigate the effectiveness of Mandala Colouring Therapy to increase Year 3 pupils’

focus during initial lesson of the day.

2.0 RESEARCH QUESTION, RESEARCH INSTRUMENT AND ANALYSIS

Research questions Instrument Analysis

RQ1 - What is the effectiveness of the Mandala 1. Questionnaire for pupils. SPSS, Frequency counts and Percentage
Colouring Therapy on increasing Year 3 pupils’ 2. Section A: “Focus” Distribution.
focus during the initial lesson of the day? 3. Section B: “Interest”
4. Quantitative data

RQ2 - What is the teacher’s perception on 1. Teachers’ Individual Interview Burnard’s Method.
Mandala Colouring Therapy in increasing Year 2. Section A: Encounter of Problem
3 pupils’ focus during the initial lesson of the 3. Section B: Changes after implementa-
day? tion
4. Qualitative data
 4.0 RELIABILITY OF INTERVIEW QUESTIONS

The researcher constructed the questions for the Individual Interview and handed them to two experts to be reviewed. Shanteau (1992) defines an

expert as a person with; a sufficient knowledge of the domain, the psychological traits associated with experts, the cognitive ability necessary to

make tough decisions, the ability to use appropriate decisions strategies. The expert can be by virtue of training, education, profession, publication or

experience believed to have extensive knowledge of a subject more than average people.

Two experts reviewed the individual interview protocol on a few aspects namely clarity, redundancy, readability and completeness.

Both experts are currently working as counselors in Pejabat Pendidikan Daerah Temerloh, Pahang. Before taking up the post in 2015, they were

counselors who were actively involved in carrying out seminars and programs for Temerloh District.

Expert 1 Expert 2

Academic qualification 1. B. Ed Bimbingan and Kaunseling (Hons.) B. Ed Bimbingan and Kaunseling (Hons.)
2. M.A in Psychology in Education

Working Institution Pejabat Pendidikan Daerah Temerloh, Pejabat Pendidikan Daerah Temerloh,
Pahang Pahang

Position Counselor Counselor

Number of years teaching the subject 15 23

Specialty Counseling Counseling

5.0 RELIABILITY OF QUESTIONNAIRE

The researcher constructed the statements of the questionnaire

on two themes, namely “Focus” and “Interest”. This is to investigate effectiveness of Mandala Colouring Therapy in increasing the pupils’ focus. Since the

pupils have a direct involvement with the issue studied, the questionnaire is used to gather data from the pupils. This questionnaire was produced using

Google Forms.

For this study, 5-point Likert scale is used. Likert (1932) developed the principles of measuring attitude by asking people to respond to a series of

statements about a topic, in terms of the extent to which they agree with them and so tapping into the cognitive and affective components of attitudes.

McLeod (2019) stated that a likert scale assumes that the strength/intensity of an attitude is linear, i.e. on a continuum from strongly agree to

strongly disagree, and makes the assumption that attitudes can be measured.

The sample size for the pilot study was 30 pupils. The data gathered through this questionnaire was analysed in terms of frequency and percentage

distribution.

In order to test the reliability of the questionnaire, a Cronbach’s Alpha test was conducted using SPSS application. For the first set of statements

regarding Focus, the Cronbach’s Alpha value was 0.765, which is an accepted value that describes the reliability of the statements.

In order to test the statements of second section, the same Cronbach’s Alpha test was conducted using SPSS application. The Cronbach’s Alpha value

for the second section was, 0.752. This explains how closely related a set of items are as a group.
6.0 SUMMARY
The pilot study conducted with the pupils have revealed the reliability of the statements in the questionnaire to gather data for the whole

study. This has also given an outline of how the results will be. The review of interview questions with two experts has also proved the reliability of the

questions.