Achieving Sustainability Development Goals of Quality Education through “VIDGRATION” Method

doi:10.21203/rs.3.rs-4910524/v1

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Achieving Sustainability Development Goals of Quality Education through “VIDGRATION” Method

https://doi.org/10.21203/rs.3.rs-4910524/v1

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Flexible teaching through the application of “VIDGRATION” method, a video-based teaching tool that specifically been used for the non-law students is one of the efforts to support the Sustainable Development Goal (SDG) 4 of Quality Education. This study investigates the effectiveness of “VIDGRATION” method toward improving the non-law students understanding on law related subject. The non-law students mostly face difficulty with the law related subject due to their unfamiliarity with the law terms and wording. Therefore, these students unable to understand the lesson and score poorly during examination. “VIDGRATION” method is being introduce to facilitate the non-law students’ learning process. This qualitative study undertaken toward 99 non-law students who enrolled for the Human Resource Management subject. This intervention study was undertaken in three stages of problem identification, intervention and evaluation. All data were triangulated from instructor’s and students’ reflection, focus group interview and comparison between the pre-quiz and post-quiz result. The results show that “VIDGRATION” method has successfully improve the non-law students understanding toward the law related subject. In addition, the non-law students also manage to improve their time management skill, readiness to study and develop critical thinking on the application of real working scenario.

“VIDGRATION” method

non-law student

law related subject

Sustainable Development Goal (SDG)

quality education

Flexible teaching is the key for an interactive and active learning for the university students nowadays. Since the pandemic Covid-19, most of the university students are well adapt with the online learning [1]. To make the teaching and learning process interesting, lecturers embedded various teaching tools as the learning intervention to deliver their lesson. Through this intervention, an active learning process can be cultivated. Students are more involved in the learning process, participate in the class discussion and enthusiasm to learn. An active learning process is the key to achieve the Malaysia Education Blueprint which highlighting on the growing human capital that is competitive, holistic and intellectual. Higher learning institution is the place where the students are grooming to be the next human capital for the nation. Thus, the teaching and learning process must be transformative in order to prepare these students with the necessary skill, knowledge, traits and values.

In addition, the flexible teaching also help to support the Sustainable Development Goal (SDG) 4 of Quality Education by empowering the students with the relevant skills gain through their teaching and learning process in the higher education which could benefit them for the future decent employment [2, 3]. To further support the SDG 4 toward the Quality Education, higher education offers course like the Massive Open Online Course (MOOC) in order to provide more learning opportunities to the public, flipped classroom as well as internet-based learning [4, 5]. Despite of this various flexible learning opportunities, the students’ motivation plays a significant role in affecting their readiness to incorporate with this technology [6].

Students face various challenges with their study and this also include the non-law students who are require to enroll the law-related subject [7, 8]. This subject is the prerequisite course that compulsory for some of the non-law students. Unlike the law students who have been trained to read the law, the non-law students are lacking in this aspect. Their weakness has cause them difficulty to understand the meaning and interpretation of the law. As the result, they unable to apply the laws and solve the issue or situation that been asked in test or examination. Consequently, most of them score poorly in their test or examination and some might even need to repeat the subject [9]. Therefore, lecturer need to come out with teaching intervention in order to help the non-law students who are struggling to understand the law related subject. In this study, the researchers’ intent to use “VIDGRATION” method as the teaching and learning intervention to enhance the students’ understanding on the law related subject. “VIDGRATION” method is one of the flexible teaching methods which integrate the use of videos in the class especially in teaching topic relating to laws and regulation [10].

1.1 The Context of Study

Human Resource Management is one of the laws related subjects that been offered to the students by the School of Business Management in one of the public universities in Malaysia. This subject is the prerequisite subject for other subjects which need to be taken by the non-law students. This subject consists of 12 chapters and the second chapter for this subject is relating to the Legal Aspect in Human Resource Management. The learning objective for this chapter is to help students understand and discuss various labour laws in Malaysia. There are 12 Malaysian labour laws that been covered under this chapter. The detail of the law and regulations are as below:

Employment Act 1955

Minimum Wage Order 2020

Minimum Retirement Age 2012

Children and Young Persons Act (Employment) Act 1966

Workers’ Minimum Standards of Housing and Amenities Act 1990

Workmen’s Compensation Act 1952

Employees Social Security Act 1969

Employees Provident Fund Act 1991

Trade Union Act 1959

Industrial Relations Act 1967

Occupational Safety and Health Act 1994

Human Resources Development Fund Act 2000

To teach the Chap. 2: Legal Aspect in Human Resource Management topic, the lecturer required more than four hours of student learning time or about three to four classes to complete this whole topic. Lecturer also struggle to complete the whole lesson within the limited time which make the learning process even difficult for the non-law students. Nevertheless, for this intervention study, the researchers focus on three Malaysia labour law which are Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994.

The issue on the non-law students’ challenges studying law subject has been discussed by a few scholars before. The laws subject is usually been viewed as difficult and uninteresting. A study by Abdul Razak et al. [11] highlighted the use of traditional teaching and learning method as the contributing factor toward the non-law students having difficulty understanding the law subject. Adaption with the current technological advancement is needed in order to keep the law class interesting and easy to understand [11].

Thus, to overcome this issue, a strategy called “VIDGRATION” method is further referred [10]. This strategy uses the video as the teaching tools during class specifically when teaching the law subject. Based on the pertinent review over literature, there is a very limited number of studies that use the “VIDGRATION” method as the teaching intervention. Most of the literature discuss on the use of video lecture in helping the students to understand the certain subject teaches in the class [12, 13]. However, the subject is unrelated with the laws and regulation subject. Therefore, the application of “VIDGRATION” method as the teaching and learning intervention should further be confirmed whether it is really helpful the non-law students understanding the laws topic.

As compared to the traditional face-to-face teaching and learning method in class, students are prone to choose the “VIDGRATION” method [10]. The researchers also highlighted that, post-implementation of “VIDGRATION” resulted a better test score among the non-law students as well as creating interest over the law subjects [10]. In another study by Robertson and Flowers [13] also revealed that the combination of video lecture and PowerPoint proven to be the effective teaching and learning method for the students. Lecture videos make the content of the lesson more accessible and understandable especially among the students with English as a second language [13].

Moreover, study by Scagnoli et al. [14] further highlighted that the use of video-based learning can enhance the students’ feeling of engagement with the learning content. This is because the students can control the video provided by the lecturer. They can watch the video repetitively or pause the video to understand the content well [14]. Apart from that, another benefit of video lecture is that the students able to watch the video at any time. Each student has their own study time and not all students are morning person or night person. So, by integrating the video lecture in class, it can help the students to study at their convenience and best time.

The application of video-based learning also able to support the problem-based learning education approach which been tested among the secondary school students in Uganda [15]. The study reveal that this video-based learning has successfully developed the students critical thinking and students showed a significant improvement through this learning intervention. Similarly, application of video-based learning through simulation learning experience also reporting a promising result involving the pre-service teachers from German universities [16]. This suggest that video-based learning can support various teaching approach which previously conducted through traditional face-to-face class.

The application of video-based learning in teaching and learning process can also been used in certain subject which required high learner-instructor interaction like mathematics subject. Study by Tan et al. [17] reported that the video-based learning has significantly improving the students’ difficulty in learning mathematics especially when they are in a large traditional face-to-face class. It is further supported by Wirth and Greefrath [18] which reported that instructional videos on the mathematical modelling problem have able to improve the students’ learning process despite of facing challenges on the absence of teacher and self-discipline. It is also reported that students enjoy learning using the instructional video and view this as an innovative teaching and learning approach.

Apart from the mathematics subject, other subject like computer science and science subjects [19–21]. Study by Ramly et al. [19] proved that the application of educational videos in the learning the computer science subject able to increase the students understanding on the subject and they also agree that the application of video-based learning able is in accordance with the Industrial Revolution 4.0 (IR 4.0). With the vast development of technology, this learning flexibility help to support the traditional face-to-face class limitation [22, 23].

In addition, David [12] reported that video lectures that used by the students during the tutorial class help to improve their learning, reduce the dropout rates as well as improve the course grades. Correspondingly, Ali and Baig [24] also support the academic improvement made by the university students when integrate the video-based learning in the teaching and learning process. Students show positive attitude and high motivation through the implementation of this learning intervention which further help the students to improve their academic performance.

Robertson and Flowers [13] further added that the video lecture which used as the supplemental tool of the live or face-to-face class really helpful for students who missed the face-to-face class. Furthermore, the video lecture also benefits the students who unable to capture all the lesson teach by lecturer during the live class [13]. On top of that, students can use the video lecture to do their revision especially before the test and final examination. As a result, this will significantly help the students to understand and even get a better school for their examination.

To undertake this learning intervention, the Zone Proximal Development (ZPD) originated by Lev Vygotsky in 1978 is referred. ZPD explain on the concept of the successfulness of leaners to complete tasks or undergo the learning process with the assistance of a more capable person [25]. This theory emphasizes on the different between what a learner can do with or without the assistance or guidance from more capable or knowledge adult or peers [25]. ZPD can be integrated with the “VIDGRATION” method through the help and guidance from the lecturer in the class to enhance the non-law students understanding toward the Malaysian labour laws topic.

This qualitative research undertakes using the participatory action research design. Reason and Bradbury [26] highlighted that this research seeks to bring together action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern to people, and more generally the flourishing of individual persons and their communities [26]. Data for this study were collected using focus group interview, reflection and the comparison result between pre and post – quiz. Data triangulated from all these sources help the researchers to undertake a robust and holistic research using the “VIDGRATION” method. This study involves 99 non-law students who undertaken the Human Resource Management subject. The data collection procedures involve three stages which are Stage 1: Problem Identification, Stage 2: Intervention and Stage 3: Evaluation as shown in Fig. 1 below.

3.1 Stage 1: Problem Identification

To further understand the teaching issue faced by the non-law students who enroll for this Human Resource Management course specifically on the Chap. 2: Legal Aspect in Human Resource Management topic, the lecturer conducts an early assessment for the students through the pre-quiz. Firstly, the students were asked to read the PowerPoint slides on the three acts of the Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994 by their own prior attending the face-to-face class. During the face-to-face class, the lecturer explained these three acts to the non-law students. However, due to limited learning time of one hour and 20 minutes, the lecturer try to speed up the learning process without able to conduct any activities in class. Next, the non-law students were required to answer a pre-quiz comprising of 20 questions on these three acts of Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994 after the commencement of face-to-face class.

The result of pre-quiz shows that the assurance of learning and understanding among the non-law students undertaking this subject specifically on the three acts of Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994 is quite low. The data shows that out of 99 students who answer the pre-quiz, less than half of the students get the correct answer. Figure 2, Fig. 3 and Fig. 4 show the students score for some of the pre-quiz questions.

In overall, it can be summarized that the students score poorly for this pre-quiz although this is just the normal exercise given by the lecturer (not included in carry mark. Thus, it can be concluded that another teaching intervention need to be introduce in order to help the students to increase their understanding on the Chap. 2: Malaysia labour laws. For the purpose of this study, the lecturers used the intervention method of “VIDGRATION” method through the use of video lectures relating to the topic of Malaysia labour law toward the non-law students.

3.2 Stage 2 – Intervention

The intervention stage was conducted in three cycles. The lecturer starts to use the intervention of “VIDGRATION” method by asking all the students to watch three recorded videos on the Employment Act 1955 (Cycle 1), Social Security Act 1969 (Cycle 2) and Occupational Safety and Health Act 1994 (Cycle 3) prior class as shown in Fig. 5. All the videos have been recorded earlier by the lecturer using the tool of Screencast-O-Matic and all these videos were uploaded in the Google Drive. The duration of each video is around 10 to 15 minutes because based on study by Wilson and Korn [27] reported that the students’ attention significantly declined after 10 to 15 minutes of lecture. Thus, it is important for the lecturer to keep the recorded videos short and precise in order to make sure the students were able to keep their concentration and give full attention to each of the video.

Next, during the class, the lecturer will no longer repeat the lesson of the Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994 that been recorded in the videos. The lecturer focuses on conducting an active learning session with students where most of the lesson in class are based on the discussion as well as question and answer (Q&A) session. Since the students have already watched the videos, they mostly have the idea about the teaching lesson. The discussion and Q&A session help to further increase the students understanding on these laws. Students able to take this opportunity to ask the lecturer for any part of the video that they did not understand.

After the implementation of all the three cycles of “VIDGRATION” method, the lecturer makes teaching reflection on the effectiveness of the method by observing the students’ response throughout the class. Apart from that the students also been asked to make a reflection on the effect of the “VIDGRATION” method in helping them to understand the Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994.

3.3 Stage 3 – Evaluation

After the intervention were completed, the lecturer conducts a post-quiz on the Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994. The students were required to answer another 20 questions relating to these laws. The questions are quite similar to the pre-quiz question only the question wording and scenario have been changed. Apart from that, the lecturers also conduct a focus group interview after the implementation of “VIDGRATION” method. A total of 12 students were involved in this focus group interview. During the focus group interview, the lecturers asked several questions regarding the “VIDGRATION” method in order to identify whether this intervention has successfully increased the students understanding on the Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994.

The finding for this study has been divided into four sections namely: (i) Finding from the instructor’s reflection, (ii) Finding from the students’ reflection, (iii) Finding from the focus group interview and (iv) Finding from the post-quiz.

4.1 Finding from instructor’s reflection

Five meaningful themes emerge from the instructor’s reflection. There themes are as follow: -

Theme 1: Cultivate students’ readiness

Through the “VIDGRATION” method, students show their readiness to learn during class. By watching the recorded video prior class, students already have knowledge about the lesson that going to be teach in class. Subsequently, this allows more discussion and Q&A session in class rather than the lecturer the to spend all the time explaining the presentation slide.

Theme 2: Immediate response/feedback

Since the students already watched the video prior class, they know which part of the lesson that they did not understand and require further explanation. Thus, most of them directly ask the lecturer during class. As a result, the students can get immediate feedback from the lecturer for each of their question during class.

Theme 3: Encourage active learning

An active learning environment has successfully been practiced through the implementation of “VIDGRATION” method. Students show an active participation during class which can be seen through the Q&A session. A part from that, students also able to answer most of the questions that the lecturer asked during the discussion session.

Theme 4: Enhanced students’ engagement and motivation

This interactive learning intervention able to captures students' attention and interest. Students are highly enthusiasm during class as compare to the other classes which did not use the intervention of “VIDGRATION” method.

Theme 5: Encourage critical thinking

Students able to apply the lesson learned in the real-life scenario. All the laws that they learned are highly related with their future employment life. Students show their understanding on the subject matter when they are able to answer several employment scenario questions asked during class.

4.2 Finding from the students’ reflection

Five meaningful themes emerge from the students’ reflection. There themes are as follow: -

Theme 1: Cultivate time management skill

“VIDGRATION” method has urge the students to manage their time wisely since they need to do preparation and watch the video prior class. This subsequently help the students to cultivate the skill to manage their time effectively and efficiently.

I make sure I watch the video before going to bed, or else I will not understand anything during class

I successfully wake up early for the whole week to watch the videos before attending my 8.30 am class

Theme 2: Encourage students’ preparedness

Since the implementation of “VIDGRATION” method, students seem to be more prepare when they attend the class. Some students already taking their note and highlighting their note.

I find this method make me more prepare to come to class

I do revision before this class which I rarely done before

Theme 3: Application of knowledge to reality

“VIDGRATION” method help the students to apply the Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994 that learned on the real-life scenarios. Since the students already watch the video, the lecturer focuses more on discussing the real employment scenario that related to each of the law.

I never know that employers are not liable to give two days of holiday for Hari Raya Aidilfitri until the lecturer explain to me in class. I really thought it is a compulsory for the employers to give the holidays

Theme 4: Enhance two-ways communication

Students are more passionate to communicate and ask question during class. This shows that they are eager to study and try to understand more on the subject matter.

When I watch the video, I start to list down questions on which part that I do not understand, so I can ask the lecturer during class

I usually raise up hand to ask the lecturer to explain more until I understand and sometime, I request the lecturer to explain in Bahasa Malaysia

Theme 5: Meaningful learning process

“VIDGRATION” method help to create a meaningful learning process for both lecturer and the students. Students are highly engaged in class and seems that they really enjoy having discussion session rather than the lecturer only explaining the slide. Most of the discussion also based on the real working scenarios, so the students are very eager to participate.

I really excited when the lecturer shares her employment story and how the scenario can be applied to the Employment Act 1955

I do not really understand by just reading every sentence of the Act, but I start to understand when the lecturer discusses more on the working scenario related to the Act

4.3 Finding from the focus group interview

Four meaningful themes emerge from the focus group interview. There themes are: -

Theme 1: Flexible teaching

All students express their agreeableness on the benefit of “VIDGRATION” method which allow them to watch the recorded videos at anytime and anywhere. Some students point out that they watch the videos before going to bed and some even watch the videos on the bus before the class start. This flexibility really benefits the students to customize their daily schedule. In additional, all students agree that the provided videos will really benefit them to do revision before test and examination.

“I take the opportunity to watch the videos while travelling on bus” – Respondent 2

“I hope Dr. can provide recorded video for all topics, not only for this topic since it really helps me to do revision” – Respondent 4

Theme 2: Active and interactive learning

The teaching and learning process become very interactive and students show their commitment by participating in the discussion session. Some students even personally meet the lecturer before the class begin to ask the part of video that they did not understand. They also participate in answering the lecturer questions and not shy to share their opinions.

“I become really eager when learning the Employment Act 1955 because now I know what is my right. It seems my employer has manipulated my right when I work part time after SPM” – Respondent 3

“I find learning these three acts using “VIDGRATION” method really helpful and I able to give 100 percent commitment to participant during class” – Respondent 5

Theme 3: Students’ readiness and time management

Almost all students show their readiness to learn due to the implementation of “VIDGRATION” method. Only one or two students fail to watch the first video prior class. But, on the following class, all students watch the second and third videos. They also agree this method help them to do early revision prior class.

“I manage to watch the video before class even though I think I am so busy and occupied with assignments. I never do early revision before class; this is my first time” – Respondent 6

“I think “VIDGRATION” method help me to schedule my time wisely since it is compulsory for me to watch the videos before class” – Respondent 12

Theme 4: Real life application

“VIDGRATION” method allows the lecturer to use the learning time in class to focus on doing discussion especially on the application of the Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994. Students not feel bored because the learning process involved them to answer the lecturer questions and share their opinions.

“I am really eager to know my right because I always feel like I am being used by my boss during working part time before” – Respondent 7

“My boss deducted my salary when I take MC (medical leave) before and he said it is because I am just a part time worker. Learning these laws help me to protect my right” – Respondent 9

4.4 Finding from the post-quiz

Upon the completion of the “VIDGRATION” method, all the students were required to answer another post-quiz which comprise of 20 questions relating to the Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994 (the detail of the process is discuss in the Stage 3: Evaluation). In summary, the students score shows a drastic increment. Although this quiz is not been included in the course carry mark, but this significant improvement really helpful for them students to prepare themselves for the final examination. Table 1 shows the comparison of the score between pre-quiz and post-quiz.

Based on Table 1, it can be summarized that the result of post-quiz is very promising as compared to the pre-quiz result. All students get score 100% for 12 questions and the remaining questions score also 90% and above. This shows that there is an increment in the assurance of learning and understanding on the Employment Act 1955, Social Security Act 1969 and Occupational Safety and Health Act 1994.

Table 1

Pre-Quiz and Post-Quiz score
Pre-Quiz (n = 99)	Post-Quiz (n = 99)
Q1 = 48.5%	Q1 = 100%
Q2 = 63.6%	Q2 = 100%
Q3 = 45.5%	Q3 = 100%
Q4 = 40.4%	Q4 = 96.9%
Q5 = 40.4%	Q5 = 95.9%
Q6 = 48.5%	Q6 = 100%
Q7 = 38.4%	Q7 = 92.9%
Q8 = 48.5%	Q8 = 100%
Q9 = 40.4%	Q9 = 100%
Q10 = 40.4%	Q10 = 93.9%
Q11 = 50.5%	Q11 = 100%
Q12 = 38.4%	Q12 = 90%
Q13 = 41.4%	Q13 = 95.9%
Q14 = 42.4%	Q14 = 100%
Q15 = 40.4%	Q15 = 95.9%
Q16 = 48.5%	Q16 = 100%
Q17 = 48.5%	Q17 = 100%
Q18 = 50.5%	Q18 = 100%
Q19 = 38.4%	Q19 = 90%
Q20 = 48.5%	Q20 = 100%
Total = 45.1%	Total = 97.6%

4.5 Summary of findings from various data

In overall, the implementation of “VIDGRATION” method shows a positive result from the triangulated data of instructor’s reflection, students’ reflection, focus group interview and quizzes score. Table 2 illustrates a comprehensive thematic finding from the collected data.

Table 2

Summary of findings from all sources
Instructor's Reflection	Students' Reflection
Theme 1: Cultivate students' readiness Theme 2: Immediate response/feedback Theme 3: Encourage active learning Theme 4: Enhance student's engagement and motivation Theme 5: Encourage critical thinking	Theme 1: Cultivate time management skill Theme 2: Encourage students' preparedness Theme 3: Application of knowledge to reality Theme 4: Enhance two-ways communication Theme 5: Meaningful learning process
Focus Group Interview	Quizzes
Theme 1: Flexible teaching Theme 2: Active and interactive learning Theme 3: Students' readiness and time management Theme 4: Real life application	Overall pre-Quiz result = 45.1% Overall post-Quiz result = 97.6%

“VIDGRATION” method integrate the digital technologies in education has been viewed as one of the components to support the United Nations’ SDGs 4 of Quality Education. Currently, the use of technology in education is very encouraging and students can enjoy this teaching and learning flexibility. Despite of the various challenges encountered by the non-law students, the application of technology through “VIDGRATION” method can facilitate the non-law students learning process. Based on this finding, it can be summarized that “VIDGRATION” method indeed help to improve the non-law students understanding toward the law related subject.

The finding of this study also been supported by past literature which further support the similar notion. Study by Galatsopoulou et al. [28] reported that students significantly believe that the use of video-assisted tool really useful in the teaching and learning session. The method has successfully created interest among students to watch their lecturer recorded video as the learning intervention. Moreover, Munoz-Carril et al. [29] also reported that students believe that video aid teaching has given a significant impact toward their learning process and help them to get a better score in their assessment and final examination.

The result of the study proves that the “VIDGRATION” method really suitable to be implemented for the non-law students who struggle to understand the law related subject. In addition, this intervention method also provides the flexibility on the learning mode, learning pace and learning place for the non-law students. Flexible learning approach is one of the best teaching pedagogies and “VIDGRATION” method fit the purpose to solve the limitation of traditional face-to-face lecture faced by the non-law students. Apart from that, the lecturer also able to conduct an active and interactive learning process involving the non-law students’ participation through discussion and Q&A session.

Moreover, the implementation of “VIDGRATION” method also help to fulfill the Malaysia Education Blueprint toward grooming an independent and intellect student. Students are train to make their own self-study and not only focus on the lecture note. Furthermore, this learning intervention also provides an insightful learning process to grow and cultivate the students’ time management skill, readiness and critical thinking. This subsequently help to develop students’ competitiveness and assertiveness.

Notwithstanding, students also able to secure a better job opportunities with all the skills trained during their tertiary education. This indirectly help to support the SDGs Target 4.4 toward grooming an excellent human capital for the labour market [5] The flexible teaching and learning which been practiced through the “VIDGRATION” method able to help the students to prepare themselves with the variety of working environment in the future.

In conclusion, other lecturers who face the similar issue in teaching the non-law students are encourage to embedded the “VIDGRATION” method in their teaching and learning process. The limitation of this study is that the number of samples used in this intervention is quite small. Although this study proven to successfully improve the non-law students understanding toward the law related subject, but this finding only applicable to the non-law students undertaking the Human Resources Management course and cannot be generalized to the other non-law students undertaking the other law related subject. Thus, it is recommended for the lecturer to further extend this study and consider to integrate the mix method study through the combination of qualitative and quantitative research method for a robust and holistic finding. Besides that, it is also recommended for the future study to further increase the number of respondents and to include the other non-law students who enroll for the other law related subject.

Acknowledgements

The authors would like express appreciation to all parties who involved in this study especially the University Teaching and Learning Centre (UTLC), Universiti Utara Malaysia for providing the financial aid through the award of the Scholarship of Teaching and Learning (SoTL) Research Grant.

Authors’ contributions

All authors involved in the data collection process, data analysis and the preparation of this paper.

Funding

This research is being conducted through the fund from the University Teaching and Learning Centre (UTLC), Universiti Utara Malaysia.

Data availability

All data analyzed in this study are included in this published article.

Code availability

Not applicable.

Ethics approval and consent to participate

All the focus group questions used in this research has been reviewed and approved by the University Teaching and Learning Centre (UTLC) reviewers. The participants involved in this study also has been provided with written informed consent prior this research as accordance to the university ethical standards.

Competing interests

The authors declare no competing interests.

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Achieving Sustainability Development Goals of Quality Education through “VIDGRATION” Method

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Abstract

Figures

1 Introduction

1.1 The Context of Study

2 Literature Review

3 Methodology

3.1 Stage 1: Problem Identification

3.2 Stage 2 – Intervention

3.3 Stage 3 – Evaluation

4 Results

4.1 Finding from instructor’s reflection

4.2 Finding from the students’ reflection

4.3 Finding from the focus group interview

4.4 Finding from the post-quiz

4.5 Summary of findings from various data

5 Discussion and Conclusion

Declarations

References

Additional Declarations

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Version 1