SINGLE DISCIPLINARY PROJECT

APPLICATION FORM
FUNDAMENTAL RESEARCH GRANT SCHEME (FRGS)
SKIM GERAN PENYELIDIKAN FUNDAMENTAL
(Pindaan 1/2023)

JABATAN PENDIDIKAN TINGGI

KEMENTERIAN PENDIDIKAN TINGGI

A. Application Details
Application ID 506467

A(i). Selected Grant Scheme FRGS 2024-1

A(ii). Title of Proposed Research The Augmentation of Learning Mechanics and Dynamics in Physics with Vector-Board
Project Learning Model

vector, teaching and learning model, fundamental physics, secondary education, tertiary
A(iii). Keywords
education

B. Details of Project Leader

B(i). Name Nur Asyikin Binti Ahmad Nazri

Msc. Medical Physics

B(ii). Academic Qualification
PhD. in Science

B(iii). Nationality Malaysia

B(iv). IC/Passport No. 860217085018

B(v). Position Lecturer

B(vi). Institution Universiti Teknologi MARA (UITM)

B(vii). Faculty/Centre Centre of Foundation Studies, Physics Unit

B(viii). Unit/Department Physics Unit

B(ix). Office Phone No. 0389245573 Ext.5573

B(x). Handphone No. 0389245573

B(xi). E-mail Address asyikin2750@puncakalam.uitm.edu.my

B(xii). Date of First Appointment with this Institution 03/05/2010

B(xiii). Type of Service (Permanent/Contract) Permanent 22/02/2055

C. Research Information
C(i). Research Domain

Research Domain Sub Research Domain

Pure and Applied Science Physics

C(ii). Research Cluster

Cluster: Education & Knowledgeable Civil Society

C(iii). 17 'Big Bolds' in Ekonomi MADANI

Future-ready Talent

C(iv). 10-10 Malaysia Science, Technology, Innovation and Economy (MySTIE) - based on 10 Socio-Economic Drivers
MySTIE: Education

C(v). Sustainable Development Goals (SDGs)

SDG: SDG 4 – Quality Education

C(vi). Research Related Ministries (including agencies thereof)

Ministry: Kementerian Pendidikan (Ministry of Education)

C(vii). Location of Research

Location

Universiti Teknologi MARA (UiTM)

Universiti Pendidikan Sultan Idris

Politeknik Sultan Salahuddin Abdul Aziz Shah

Universiti Islam Antarabangsa

C(viii). Duration of this research

1/January/2024
From

31/December/2025
To

Duration 2 years

C(ix). Other Researchers To add a project member from a government agency/foreign institution/industry, the project leader needs to
register the new member if he/she is still not registered in MyGRANTS database. Please click the icon to search for existing or add
new members.

Next
App
Faculty/
Resear IC / oint
School/ Invitation
cher Name Passport Position Area of Expertise ed Role
Centre/ Unit/ Status
Id Number Lea
Department
der

He will be in
Senior
MOHD Jabatan Failure analysis, FEA, charged of th
8412291 Lecturer
21331 SHAHROM Pengajian buckling, Thin-walled Accepted e preparation
46427 (Pensyarah
BIN ISMAIL Politeknik structures of the vector
Kanan)
board model

Universiti
Jamaluddin Bin 7201281 Professor FEA, Biomechanics,
24265 Teknologi Pending
Mahmud 05545 (Professor) Composite Materials
MARA

Dr. Bala will h

Associate
Balamuralithara Universiti elp me to ide
7806190 Professor
29565 A/L Pendidikan Educational Research Accepted ntify the pote
85221 (Associate
Balakrishnan Sultan Idris ntial participa
Professor)
nts

Dr. Ashraf wil

Business & Management,
Muhammad Universiti l help me to d
8601074 Senior Cyber security, Knowledge
94657 Ashraf Bin Malaysia Accepted evelop the ne
65087 Lecturer (Dr) Management, Personality,
Fauri @ Fauzi Pahang w questionnai
Transportation behavior
re

Dr Fiza will h
Universiti
Lecturer elp me to ana
Nurhafizah 8708140 Islam
150144 (Matriculation Accepted lyse quantitat
Binti Saidin 65882 Antarabangsa
Lecturer) ively all the d
Malaysia
ata.

C(x). Research projects that have been completed or are on-going by project leader in the last three years
 Progress
Title Grant Name Role Status Duration Start Date End Date
(%)

GAMIFICATION-BASED APPROACHES
2 years
FOR ONLINE DISTANCE LEARNING (ODL) Geran Project In
N/A 7 20/12/2020 22/06/2023
IN TEACHING FUNDAMENTAL PHYSICS : IIUM_UMP_UiTM Leader Progress
months
A META-ANALYSIS

C(xi). Academic publications that have been published by the project leader in the last five years

Title Name of Journal Year

International Journal of
What is The Relationship between Burnout and Motivation to Learn? Academic Research in Business 2023
and Social Sciences

Marking Scheme SPM PHYSICS TRIAL EXAMINATION PAPER SAP SDN BHD PUBLISHER 2023

READY TO ANSWER FORM 4 SAP SDN BHD PUBLISHER 2023

PREPARATION OF EXTRACTED MAGNETITE FROM AN INDUSTRIAL WASTE MILL

Malaysian Journal of Analytical
MODIFIED BY CETYL TRIMETHYL AMMONIUM BROMIDE FOR CADMIUM ION 2022
Sciences
REMOVAL FROM AQUEOUS SOLUTION

Structural and Magnetic Characteristics Evaluation of Iron Oxide Extracted from Printer
Materials Science Forum 2022
Toner Wastes

Removal of Copper Ions from Aqueous Solution Using Waste MillScales Solid State Phenomena 2020

Magnetite Nanoparticles (MNPs) Used as Cadmium Metal Removal from theAqueous

Sains Malaysiana 2020
Solution from Mill Scales Waste Sources

Equilibrium studies and dynamic behaviour of cadmium adsorption bymagnetite Desalination and Water
2020
nanoparticles extracted from mill scales waste Treatment

International Journal of
Extraction of magnetite from millscales waste for ultrafast removal of cadmium ions Advanced Engineering and 2019
Technology

D. Research Details
D(i). Executive Summary of Research Proposal

(Please include the problem statement, objectives, research methodology, expected output/outcomes/implication, and significance of
output from the research project)
Education Ministry released the percentage of upper secondary students taking up science, technology, engineering, and
mathematics (STEM) streams from 2017 to 2022 recorded a decrease from 45.20% to 40.94. In line with SDG 4 regarding quality
education, educators and researchers come up with numerous models and methods to enhance students' comprehension in STEM
streams. STEM students are compulsory to sit for Physics fundamentals subjects. However, the crucial part in physics fundamental
is when involving vector concepts. In fact, most of them are unable to comprehend the concept even though they already finished
their study. Therefore, this project aims to explore students’ understanding, misunderstanding, and motivation to learn for secondary
and tertiary education levels, through a vector-board model. Four education institutions in Malaysia will be chosen to be the
participants. This work will use a quasi-experimental which the analysis will involve a mixed-mode method. For all the participants, a
quasi-experimental involving pre- and post-test will be applied. The pre and post-test will use the published Test of Understanding
Vector (TUV). Interviews will be conducted with the educators and the students with open-ended-structure-questions once they
experience this novel model. This model diverges significantly from conventional learning styles by incorporating a holistic approach
that combines hands-on experience, theoretical understanding, and direct application to real-world situations. Notably, it includes the
integration of a mobile folded protractor, which they can use to find the angle between the vectors and compare with the calculations
that they work out. In fact, the augmentation with the new model could shorten the time taken to learn and understand physics
concepts. The significance lies in the potential to optimise teaching strategies, improve instructional design, and ultimately enhance
the effectiveness of physics education, which aligns with the National policy.

D(ii). Research Planning

(a) Research background

1. Problem Statement
Worldwide, low STEM enrollment is a major issue for educational institutions (Obi & Obi, Citation2019) one of which is Malaysia
(DOSM, 2023). Most of the time, poor teaching methods are to blame for students' lack of success in science classes (Reardon,
Citation2018). One-fourth of students between the ages of 15 and 22 around the world are likely to change their major from STEM to
non-STEM (Freeman et al., 2019). The number is even higher after high school because most students find science boring and hard
because they can't see how it applies to their real lives (Shirazi, Citation2017). Therefore, numerous research carried out to enhance
the understanding of the subjects. In physics, the mechanics and dynamics involve vector that needs students to include the
magnitude and the direction of the physical quantities involved. From the previous studies, it was found that The problem is that
students always forget to include the directions even though they know the directions and some choose to ignore the directions.
Unfortunately, this will contribute to the loss of marks. Therefore, it is important for the students to be alert to the direction. This is
important especially when the case involves two dimensions such as the projectile motion. Limited numbers of research published on
the new methods to study vector concepts. In fact, they prefer to study the misunderstanding that occurred to the students on the
vector concepts and come out with a completed report.
The research on vectors is quite interesting when the researcher is able to come up with several different tests and various findings.
Sirait and Oktavianty (2017) found that students were unable to add two vectors when they were presented in two dimensions, and
that most students were unable to perform vector subtraction correctly. Other researchers examined students’ difficulties in using
both the algebraic and graphical representations of vectors (Klein et al., 2021). Latifa et al. (2021) found that it was difficult for
students to produce a correct graphical representation of vector multiplication. Bollen et al. (2017) described difficulties in interpreting
and switching between the representations of the vector; students struggled with vector addition when moving between the algebraic
and graphical representations. Furthermore, they could not determine the start and the end of field lines.
Hence, this work invents a novel vector board model to assist students in understanding the vector concept in Physics. Besides the
misunderstanding regarding the vector concept supposedly can be solved using this model. This approach fosters active learning,
which facilitates students to learn from their mistakes, like when they misplaced the fishtail rubber band at the incorrect position on
the vector board model.

2. Hypothesis
The vector board model contributes to the enhancement of comprehension of mechanics and dynamics in physics studies.
the misunderstanding on vectors concepts able to solve when augmenting this model to teach mechanics and dynamics physics.

The involvement of vector board models in teaching and learning would develop motivation to learn among students and educators.

3. Research Questions
How does the vector board model enhance the comprehension of mechanics and dynamics at the secondary and tertiary education
levels?
What is the misunderstanding that occurred in the mechanics and dynamics of physics studies at the secondary and tertiary
education levels?
Is there any correlation between the students understanding and their motivation to learn physics at the secondary and tertiary
education levels?

4. Literature Review

According to the Quick Fast Educational Report in the Malaysian Government from 2017 to 2022, it was found that the trend of
enrolment in the STEM stream is decreasing (DOSM, 2023). Recently Minister announced that the percentage decrease from low
enrolment to the STEM stream was found due to the persistence in Physics subjects. Referring to Sustainable Development Goal
(SDG) number 4 which is about quality education, numerous studies were carried out in order to find the factors contributing to the
lack of STEM students.
In Malaysia, students in secondary education and tertiary education are compulsory to learn physics for those in the Science,
technology, and mathematics (STEM) stream. Secondary and tertiary education will only focus on fundamental physics.
Fundamental physics consists of several fields known as mechanics, dynamics, thermal physics, and energy. However, in that field,
it was found that mechanics and dynamics were quite difficult to understand especially when involved in vector concepts.
Vector concepts in mechanics and dynamics would involve understanding the characteristics of the vectors, resolution vectors,
vectors subtraction, vectors addition and resultant vectors. All of the concepts actually need students to imagine the graphical
representation. Therefore, the effort the enhancement of this vector concept has become one of the most studied topics by
educators. Most of the studies used the teaching of understanding vector (TUV) as a test to prove the enhancement occurred in their
new method of teaching physics.
An understanding of vector concepts is necessary to comprehend and master the topics of introductory-level physics, especially in
the field of mechanics and dynamics (Barniol & Zalava, 2014a; Latifa et al., 2021; Nguyen & Meltzer, 2003; Susac et al., 2018).
Many physical concepts such as force, velocity, acceleration, and others are represented by a vector (Bollen et. al, 2017). In turn,
the understanding of vector concepts may affect students’ understanding of other concepts: Sirait and Oktavianty (2017) found a
significant relationship between students’ understanding of vector concepts and their understanding of force concepts. Understanding
vector concepts and operations is necessary to develop a deep understanding of force as a vector (Flores-García et al., 2008).
However, several studies have indicated that many students lack a basic understanding of vector concepts and operations (e.g.,
Appova & Berezovski, 2013; Heckler & Scaife, 2015). Students face difficulties in understanding vector concepts (e.g., Nguyen &
Meltzer, 2003), and fundamental students may lack a fundamental understanding of vector concepts and basic vector operations
(Appova & Berezovski, 2013). Even after completing an introductory physics course, many students were found to lack an
understanding of the two-dimension vector addition in research by Nguyen and Meltzer (2003). Barniol and Zavala (2012) found that
the majority of students were not able to correctly sketch the unit vector in the Cartesian plane, and they also had difficulties with
negative scalar multiplication. Eventhough in mechanics and dynamics part students must have all the concepts as listed in Table 1.
The TUV test was developed in year 2014 which matches with all the needed concepts in studying the mechanics and dynamics
physics fundamental.
TUV consist of all the needs that cover in the mechanics and dynamics of physics fundamentals. The details on the item of the TUV
can be seen in Table 1.
Table 1. Vector concept with the item and the description (Zavala, 2018)

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5. Relevance to Government Policy (if any)

An interactive pedagogical method aligns with SDG 4,

(b) References
Abdullah, N. S. Y., Ashamuddin, H., & Darus, M. M. (2023). The Development of an Interactive Learning Module for Physics Subject
in Post-Secondary Institution: A Need Analysis. Journal of Science and Mathematics Letters, 11(1), 83-90.
Feldman, G. (2023, April). How to promote and sustain active-learning pedagogical reforms in University Physics through instructor a
pprenticeship. In Journal of Physics: Conference Series (Vol. 2490, No. 1, p. 012010). IOP Publishing.
Taqwa, M. R. A., & Rahim, H. F. (2022, July). Students’ conceptual understanding on vector topic in visual and mathematical repres
entation: a comparative study. In Journal of Physics: Conference Series (Vol. 2309, No. 1, p. 012060). IOP Publishing.
Senthil, R. (2020). Enhancement of Engineering Education by Incorporating Active Learning Methodologies. Journal of Engineering E
ducation Transformations, 34(1), 2349-2473.
Lugosi, E., & Uribe, G. (2022). Active learning strategies with positive effects on students’ achievements in undergraduate mathemat
ics education. International Journal of Mathematical Education in Science and Technology, 53(2), 403-424.
Rahmawati, Y., Taylor, E., Taylor, P. C., Ridwan, A., & Mardiah, A. (2022). Students’ engagement in education as sustainability: imp
lementing an ethical dilemma-STEAM teaching model in chemistry learning. Sustainability, 14(6), 3554.

Understanding the factors contributing to low enrollment of science students in undergraduate programs
Honerkamp, J., & Römer, H. (2012). Theoretical Physics: A Classical Approach. Springer Science & Business Media.
Seidel, L., Benito, R. M., Camara, M. E., Losada, J. C., & Arranz, F. J. (2008). Development of an interactive learning environment f
or introductory physics in engineering. WSEAS Transactions on advances in Engineering Education, 5(5), 306-315.
Byers, C. (2001). Interactive assessment: An approach to enhance teaching and learning. Journal of Interactive Learning Research,
12(4), 359-374.
Van Dijk, L. A., & Jochems, W. M. G. (2002). Changing a traditional lecturing approach into an interactive approach: Effects of interr
upting the monologue in lectures. International Journal of engineering education, 18(3), 275-284.

(c) Objective(s) of the Research

to enhance the understanding of mechanics and dynamics in physics fundamentals at the secondary and tertiary education levels.
to solve misunderstandings that occurred in mechanics and dynamics in physics fundamentals at the secondary and tertiary
education levels.
to investigate the correlation with students' motivation to learn physics at the secondary and tertiary education levels

(d) Methodology:

1. Description of Methodology
approachesapproach are using screen. However, this board is made up by wood and the dot or grid like made of nails. Students able
to playing around this board by placing the fishtail rubberband at the correct position on the vector board. Since the board is quiet,
huge more than 3 students could share a board. this encourages teamwork and peer tutoring as well.

Interestingly, educators able to use this board to teach and demonstrate all the vectors concepts on the board or can ask students to
play it like gaming styles. For that, all the educators participate into this work need to be brief first on the process and how to teach
students by using this model.
The method used in this research is a mixed method which started with the quantitative part and continued with the qualitative. For
the quantitative part, it is about comparative studies that will involve quasi-experimental where students will divide into two groups.
The groups that being teach and hands on with this Vector board model become the experimental group. Meanwhile the group being
teach with traditional methods is named as a control group. However, both groups need to sit for the pre-test by using TUV before
they start to use the model and are taught by the traditional method. Once done with one hour teaching process, participants needd
to answer the TUV again as the post test. The analysis will be done to determine descriptive statistics namely the measure of
central tendency (mean, median, mode), and the size of the data distribution (standard deviation). Furthermore, the mean difference
in students' concept understanding scores for mathematical and visual representations was tested using the paired sample T test.
The qualitative will involved students and educator involved in this work. They will be interviewed with open ended and close ended
questions to anlayse the enhancement presents.

2. Flow Chart of Research Activities 'research activities.pdf'

3. Research Activities

Activity Start Date End Date

literature review 15/01/2024 19/03/2024

ethical consideration 01/04/2024 21/05/2024

participant reccruitment 20/04/2024 30/04/2024

pedagogical observation 22/05/2024 31/10/2024

data collection 17/07/2024 28/11/2024

data analysis 01/12/2024 30/06/2025

data interprettion and analysis 31/07/2025 21/10/2025

report and publication 21/09/2025 31/12/2025

4. Milestones

Description Date Cumulative Project Completion Percentage(%)

survey/questionnaire development 30/04/2024 20

pedagogical observation 30/09/2024 50

data interpretation and analsysis 31/10/2025 80

report 31/12/2025 100

Gantt Chart of Research Activities with Milestones

 survey/questionnaire

pedagogical observation

data interpretation and

report

literature review

ethical consideration

participant reccruitment

pedagogical observation

data collection

data analysis

data interprettion and analysis

report and publication

1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
2024 2025

(e) Expected Results/Benefit

1. Novel theories/New findings/Knowledge

Incorporate motivational theories, such as self-determination theory or expectancy-value theory, to understand and enhance
students' intrinsic motivation in interactive physics learning.

2. Impact Statement on Quintuple Helix (please delineate/describe expected research deliverables on Society, Academia,
Government, Industry and Environment)
An interactive pedagogical method aligns with SDG 4

3. Research Publications (Each proposal must produce at least two (2) papers in indexed journals, one of which should be in Web of
Science (WoS))

Indexing Body Indexed Journal

Number of Publication Name of Journal

WoS 1

SCOPUS 1 International Journal of Advanced Science and Technology

ERA

MyCITE

Total 2

4. Specific or Potential Applications of the Research Findings

Total Number of Applications: 1

5. Number of PhD and Masters (by research) Students

Total Number of PhD (by research) Student(s):
Total Number of Masters (by research) Student(s):
1
Remark (if any):

6. Intellectual Properties (IPs)

gamification board involved hands-on activities and active class
Total Number of IP: 1

E. Access to Equipment & Material(s)

F. Budget

Grand
Budget Type Description Year 1 Year 2
Total

11000 - Allowance 25300 25300

1 MSc. student @RM2300/month 50600
GRA Master (Max
RM2,300.00/person for 2 years)

Sub-Total 25300 25300 50600

GRA Ph.D (Max RM2,800.00/person

0
for 3 years)

Sub-Total 0 0 0

Vot-Total 25300 25300 50600

21000 - Travelling and Transportation 2000 2000

1 x local conference @ RM2000 4000
Local

1 x meeting @ RM100/member 1500 2000 3500

1 x exhibition @ RM200 200 200

Sub-Total 3700 4000 7700

Overseas 0

Sub-Total 0 0 0

Field work 0

Sub-Total 0 0 0

Vot-Total 3700 4000 7700

24000 - Rental 0

Vot-Total 0 0 0

27000 - Research Materials and Supplies WOOD 0

NAILS 0

RUBBERBAND 0

PLAYWOOD 0

Vot-Total 0 0 0

28000 - Maintenance and Minor Repair

0
Services

Vot-Total 0 0 0

29000 - Professional Services 1200 1200

Proofreading @ RM30/page Proofre… 2400
Services/Consultancy

Sub-Total 1200 1200 2400

Short term course SPSS advanced course @RM400 400 400

Smart-PLS course @RM500 500 500

Sub-Total 900 0 900

Journal Page Charges (WoS / WOS- ACTIVE LEARNING IN HIGHER 200

200
SCOPUS / ERA / MyCITE) EDUCATION

Physical Review Physics Education Research 10700

10700
gold open access $2140

Sub-Total 10900 0 10900

Vot-Total 13000 1200 14200

35000 - Accessories and Equipment 0

Vot-Total 0 0 0

(100.00%)
Grand Total 42000 30500
72500
G. Patent Search (describe how your research output shall produce an innovative idea or technology
that has the potential to be a solution for stakeholders (community, industry, government etc.) and
offers a unique proposition)
To identify if the researcher is able to coherently present a compelling argument for his/her proposal in light of the IP landscape and
factors identified in the (Yes/No) Section. The answer would reflect an understanding of the applicant's research advantage and
limitations and the prospect of moving the completed research beyond this stage of funding. Must use the same keywords in section
A(iii). For patent search please visit www.lens.org
It was found that 'vector' terms used in many application.

augmentation AND ( new AND ( approach AND ( for AND ( teaching AND physics

https://www.lens.org/lens/search/patent/list?q=augmentation%20new%20approach%20for%20teaching%20physics

H. Research Collaborator
Industrial Linkages (Please identify any industry or end-user group involved in the project, and describe its role/contribution to the
project)

Letter of Collaboration and Support.pdf

Agency/Organisation (Please identify all agencies/organisations collaborating in the project, and describe their role/contribution to
the project)

I. Risk Assessment (Please provide justification that may cause delays in, or prevent implementation of,
the project as proposed above; estimate also the degree of risk)
Consider an appropriate approach to working in the current conditions

Risk Low Medium High Justification

1. Technical

2. Timing

3. Budget
J. Declaration
All details provided in this application are accurate. KPT has the right to reject or to cancel the offer without prior notice if there is
any inaccurate information given.
This proposal is not currently considered for any other research grant(s).
The exact proposed work has not been funded through other research grant(s).
Necessary approvals from relevant bodies (i.e.: Ethics Committee) are granted before related research activities commence.
I have an on-going Fundamental Research Grant Scheme (FRGS) project.
This proposed research is my original work, is not copied from my MSc. or Ph.D. thesis or any other work (published or
unpublished), and has not been submitted for grant application either at KPT or elsewhere.
In the event that I as the Project Leader depart from my affiliation with the university, the project must be taken by the Next
Appointed Leader from the same university.

Name: Nur Asyikin Binti Ahmad Nazri Signature:

Date: 23/11/2023

Approved By: Signature:

RMC
Date:
Appendix
Flow Chart research activities.pdf

Appendix Name File Name

A LETTER OF INTENTION Letter of Collaboration and Support.pdf