Corporate Social Responsibility (CSR): Assessing the Participant Perception Towards the Implementation of Sciencexplorer Programme

  • Authors

    • Aida Muhamad
    • Ida Aryanie Bahrudin
    • Nor Faezah Adan
    • Mohd Ezree Abdullah
    • Muhammad Sufi Bin Roslan
    • Raudah Mohd Adnan
    • Zulkarnain Md Amin
    2018-05-22
    https://doi.org/10.14419/ijet.v7i2.29.13663
  • Voluntary Services, Social Responsible, Learning by Doing
  • Science, Technology, Engineering and Mathematics (STEM) subjects have always been complex subjects for school children as many experienced difficulty and complexity in grasping the basic conceptual knowledge. Therefore, Centre for Diploma Studies (CeDS) of Universiti Tun Hussein Onn Malaysia (UTHM) is moving forward to achieve sustainable development for society by pursuing Corporate Social Responsibility (CSR) through National Blue Ocean Strategy 4 (NBOS 4) initiatives. As a member of the society, CeDS try to ensure that the society will acquire the benefit of CeDS business activities as a whole.. ScienceXplorer programme had been implemented to attract primary school students in learning science. ScienceXplorer is a programme that basically implementing the concept of learning by doing. This study was performed to assess participant perception towards the implementation of ScienceXplorer. A self-completion questionnaire had been designed with a series of Likert scale questions that organized to gather participants’ perceptions of participating ScienceXplorer. The questionnaire had been designed using Kirk Patrick Evaluation Model. There were 148 participants from three primary schools took part in this study. In this scope of study, ScienceXplorer participants rated very high in terms of reflection, knowledge and skill, changes in behaviour and aspiration.

     

     

  • References

    1. [1] Hamidu AA, Haron M, Amran A. Corporate social responsibility: A review on definitions, core characteristics and theoretical perspectives. 2015.

      [2] Munro V. Stakeholder understanding of corporate social responsibility (CSR) in emerging markets with a focus on Middle East, Africa (MEA) and Asia. Journal of Global Policy and Governance. 2013;2(1):59-77.

      [3] Alamer ARA, Salamon HB, Qureshi MI, Rasli AM. CSR's measuring corporate social responsibility practice in Islamic banking: A review. International Journal of Economics and Financial Issues. 2015;5(1S).

      [4] Alamer ARA, Salamon HB, Qureshi MI, Rasli AM. How do We Measure Corporate Social Responsibility of Islamic Banks through their Business Processes and Oriented Outcomes? International Journal of Economics and Financial Issues. 2015;5.

      [5] Alamer ARA, Salamon HB, Qureshi MI, Rasli AM. A New Business Process and Outcome Oriented Corporate Social Responsibility Index for Islamic Banking. International Journal of Economics and Financial Issues. 2015;5.

      [6] Bhaduri SN, Selarka E. Corporate Governance and Corporate Social Responsibility of Indian Companies: Springer; 2016.

      [7] Nasir NR, Subari MD. A Review of Social Innovation Initiatives in Malaysia. Journal of Science, Technology and Innovation Policy. 2017;3(1).

      [8] Deshmukh P, Telrandhe R, Gunde M. Formulation and Evalua-tion of Herbal Toothpaste: Compared With Maeketed Preparation. Int J Pharm Drug Anal. 2017;5(10):406-10.

      [9] Chopra A, Marriya S. Corporate social responsibility and education in India. 2014.

      [10] Paltridge S. Organisation for Economic Co-operation and Development.(2009). Internet access for development. 2009.

      [11] 11. OECD. Organisation for Economic Co-operation and development. OECD Annual Report; 2009.

      [12] MoE. Ministry of Education Malaysia. 2013.

      [13] OEDC. Education at a Glance 2014: OECD indicators. OECD Publishing; 2014.

      [14] Nasa A, Anwar Z. Too few STEM student: New Straits Times; 2016 [Available from: https://www.nst.com.my/news/2016/05/147260/too-few-stem-students.

      [15] Arfudi IZ. Declining Number Of Malaysian Students Taking Science And Math In School, Here’s Why. Malaysian Digest. 2016.

      [16] Lyn BS. As 2020 deadline looms, Malaysian students fail to shine in science 2015 [Available from: http://www.themalaymailonline.com/malaysia/article/as-2020-deadline-looms-malaysian-students-fail-to-shine-in-science.

      [17] Lim CH. STEM Roadmap to Meet Growing Demand for Engineers in the Future, 2016 [Available from: http://www.myiem.org.my/content/press_release-305.aspx.

      [18] Kamalanathan P. Blueprint on track: The Star Online; 2014 [Available from: https://www.thestar.com.my/news/education/2014/08/31/blueprint-on-track/.

      [19] Gibbs G. Learning by doing: A guide to teaching and learning methods: FEU; 1988.

      [20] Ingmire J. Learning by Doing Helps Students Perform Better in Science. 2015.

      [21] Prince M. Does active learning work? A review of the research. Journal of engineering education. 2004;93(3):223-31.

      [22] Alves CHC. Learning science through work experience: a Ciência Viva science internships programme for senior secondary students: University of Cambridge; 2007.

      [23] Millar R. The role of practical work in the teaching and learning of science. High school science laboratories: Role and vision. 2004.

      [24] Abrahams I, Millar R. Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education. 2008;30(14):1945-69.

      [25] Vivify. Science Icebreaker Game: What Am I? 2015 [Available from: https://www.tes.com/teaching-resource/science-icebreaker-game-what-am-i-11098828.

      [26] Kirkpatrick DL. Another look at evaluating training programs: Fifty articles from training & development and technical training: Magazines cover the essentials of evaluation and return-on-investment: American Society for Training & Development Alexandria, VA; 1998.

      [27] Badu SQ. The Implementation of Kirkpatrick's Evaluation Model in the Learning of Initial Value and Boundary Condition Problems. International Journal of Learning and Development. 2013;3(5):74-88.

      [28] Holstermann N, Grube D, Bögeholz S. Hands-on activities and their influence on students’ interest. Research in Science Education. 2010;40(5):743-57.

      [29] Swarat S, Ortony A, Revelle W. Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching. 2012;49(4):515-37.

      [30] Korwin AR, Jones RE. Do Hands-On, Technology-Based Activities Enhance Learning by Reinforcing Cognitive Knowledge and Retention? Journal of Technology Education. 1990;1(2):26-33.

  • Downloads

  • How to Cite

    Muhamad, A., Aryanie Bahrudin, I., Faezah Adan, N., Ezree Abdullah, M., Sufi Bin Roslan, M., Mohd Adnan, R., & Md Amin, Z. (2018). Corporate Social Responsibility (CSR): Assessing the Participant Perception Towards the Implementation of Sciencexplorer Programme. International Journal of Engineering & Technology, 7(2.29), 406-411. https://doi.org/10.14419/ijet.v7i2.29.13663