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CHAPTER 3: RESEARCH METHODOLOGY

3.0 Introduction In this chapter, I will discuss about the methodology used in this research to collect data for the challenges in achieving equity and equality in education. It consists of research design, sample and instruments use to collect data needed to complete the research. The data is very important for the researcher to analyze the result to measure the validity and reliability of the research. 3.1 Research Design This study is to determine the challenges in achieving equity and equality in education. Furthermore, this research will utilize quantitative approach in order to answer the all the research questions regarding the level of equity focus has been integrated in programmes design and implementation that contributed to achieve results, challenges faced and barriers in applying equity focus and bes approaches of equity focus can be more effectively used and applied in policy and programme development. It involves 60 respondents in school. 3.2 Instrumentation T
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CHAPTER 2: LITERATURE REVIEW

2.0 Introduction This study only focus on equity and equality of education and through review of the literature suggests it may provide partial solutions to these concerns. In this chapter, the literature review from the past researcher was collected and summarized to show the evidence and supporting this research. This chapter also will discuss the review based on the previous research, which are related and connected to this research. 2.1 Concept of Equity & Equality             Equity has been defined in various ways by researchers. According to Secada (2003), the definition of equity brings different meanings for different people and different groups. There are five categories of equity, which are caring, socially enlightened self-interest, representations, equality and social justice. First, equity in the categories of caring focus on safe and nurturing learning environments that create by teachers for students, and fulfil their social and emotional needs. Teachers wh
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Blend Space

As for group assignment, we need to use blend space by using tes teach. The theme is 21st century learning and our group need to do a survey research. This is the link of my group: https://www.tes.com/lessons/T246Rk0gfemUwA/21st-century-essential-skills-for-today-s-students
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Survey research

This is the link that related to survey research: https://whatis.techtarget.com/definition/survey-research https://study.com/academy/lesson/what-is-survey-research-definition-methods-types.html https://www.researchconnections.org/childcare/datamethods/survey.jsp
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Week 9th assignment: Survey group

Due to the election in Malaysia, we will have a simple task given by our lecturer to strengthen our comprehension of research designs. We answered an online survey. Second phase of the task: Prepare the answer to the question directed to your group. We will pick a person from each group to give us the answer in class. Your asnwers will be scored and will contribute to the group task on research design.  Question for our group: Question 5 (survey group): If you were to use this instrument, what will be some the things that you would report? Our answer: There were altogether 19 respondents from postgraduates students for this survey. They are all from 2 programs which are education management and visual arts as a sampling population. They are 11 females and 8 males. All these students’ age range from 23 and late 30’s. All the items measures the learner mental well being. The respondents are asked to describe operation and performance of their university from item 5 until
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ARTICLE

1. EQUITY: PROBLEMS IN THE IMPLEMENTATION OF EDUCATION POLICIES AND REFORMS IN MALAYSIA 2. TOWARD AN EQUITY PEDAGOGY FOR SCHOOL MATHEMATICS: AN INVESTIGATION OF PRE-SERVICE ELEMENTARY TEACHERS’ CONCEPTIONS 3. AN ISSUE OF EQUITY: THE FINANCING OF PUBLIC SCHOOLS IN THE UNITED STATES WITH AN EMPHASIS ON TEXAS 4. Educational Equity or Educational Equality 5. DEFINING EQUITY AND ADDRESSING THE SOCIAL DETERMINANTS OF EQUITY IN INTERNATIONAL DEVELOPMENT EVALUATION 6. DEVELOPMENT AND TESTING OF A DEFINITION OF EQUITY OF EDUCATION FINANCE AND A MEASUREMENT OF IDAHO SCHOOL DISTRICT SUPERINTENDENTS' PERCEPTIONS OF THE CHANGE IN CONTROL OF EDUCATION FINANCE AS A RESULT OF THE INCORPORATION OF THE 1% INITIATIVE INTO IDAHO CODE AND ITS EFFECT UPON THE EQUITY OF IDAHO EDUCATION FINANCE. 7. Equal Educational Opportunity Expressed as Equity: School-Site Expenditures in a Utah School District 8. Equality and Education in South Africa: A Policy Analysis 9. Equality of Opportunity: Equal Acces
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CHAPTER 1

INTRODUCTION 1.0 INTRODUCTION             Education is an important role in determining how we spend our adult life, usually a higher level of education means higher earnings, better health and a longer life. In Malaysia, education has allocated a large portion of its resources to education and education should be available to everyone. Other than, accessibility, equity in education also a concern in Malaysia. Equity has been one of the issues in education ever since education was made public (Levačić, 2000). Equity also a main objective in many countries because of the amount resources it consumes and it has been increasing from time to time (Siphambe, 2000).             Therefore, to make a society to be more equitable, a fair system must have advantages of education that are available to everyone. However, there are still certain groups have not risen and have troubles in inequalities of income and wealth and it affects their education. There are many still left behind in edu
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