Malaysian youth’s propensity towards ambidextrous learning: an in-depth analysis of behavioural insights dimensions

The United Nations (2023) reported that youth encompasses individuals aged between 15 and 24. Accordingly, the participants for this study were selected based on this criterion, specifically focusing on those 16 years old and in their senior year of high school. The study’s population consisted of fourth-year upper secondary school students from government academic schools in four specific regions of Peninsular Malaysia. The Northern region encompasses Perlis, Kedah, Penang Island, and Perak states, and the Central region includes Selangor, Kuala Lumpur, Putrajaya, and Negeri Sembilan states. The Southern region of Malaysia consists of the states of Malacca and Johor, whereas the Eastern region comprises Pahang, Terengganu, and Kelantan. The study utilised cluster random sampling to choose 480 participants from eight schools in the eight states. The total number of fourth-year students at these eight schools is 1543. However, according to Krejcie and Morgan (1970), a sample size of 310 would be sufficient for a population of 1600. However, at the request of the schools, the number of participants was adjusted to 480, whereby 240 students participated in the intervention group (actual group) and 240 in the control group, which did not receive any intervention. Thus, each of the eight schools involved two classes, as a typical class consists of about 30 students, and each school contributed 60 samples—30 from the actual and 30 from the control groups. This approach also facilitated school administration tasks, such as requesting class relief or exemptions from daily lessons during the data collection and intervention phases.

This study used an experimental methodology to investigate the impact of administering pre and post-tests before and after implementing an intervention among participants. Due to differing school schedules and logistical challenges, each school conducted the intervention sessions separately.

The intervention implemented in this study was based on an ambidextrous learning approach that emphasises exploring and exploiting the nature of learning. The training module was designed based on the Behavioural Insights paradigm that used a combination of behavioural sciences such as the Theory of Planned Behaviour (Ajzen, 1991) and Bandura’s social cognitive concept (Bandura, 2001). The training was named the ‘Ambidextrous TVET Junior programme’, administered as a half-day programme. This study used randomised experiments involving a no-treatment control group that can be referred to as “randomised controlled trials” (Mitchell, 2015). This randomised controlled trial aims to increase the high causal validity of this research. The duration between the pre-test and post-test ranged from two to three months. The participants were provided with a detailed explanation of the study, and their agreement was obtained before participating.

The respondents were given a self-report questionnaire to gather data on several aspects, including demographic information (4 items), TVET knowledge (6 items), TVET intention (4 items), and self-efficacy (4 items). The instrument was created using a five-point Likert scale to measure TVET intention and self-efficacy, with responses ranging from strongly agree (5) to strongly disagree (1). For TVET knowledge, the scales used a rating scale that ranged from very good (5) to very weak (1). The reliability test produced a coefficient of 0.968 for TVET knowledge, 0.838 for TVET intention, and 0.809 for self-efficacy. The tools measuring TVET intention and self-efficacy were derived from the works of Dagnew (2017) and Dalley-Trim et al. (2008). The adaptation of instruments on TVET knowledge was informed by the Social Cognitive Theory, as outlined in the study conducted by Ayanwale et al. (2023).

A range of data analysis approaches were employed to accomplish the research objectives. A normality check was conducted using two quantitative indicators of distribution shape: skewness and excess kurtosis. If the skewness of a data collection deviates significantly from zero, it can be inferred that the data set does not exhibit a normal distribution. This study considered skewness and kurtosis statistics with an absolute value of less than 2.0 as a normal distribution. A t-test analysis assessed the differences between pre-test and post-test scores for the actual and control groups. The statistical tests employed in this study included both independent and paired sample t-tests. A Smart P.L.S. (partial least squares) software was used to evaluate the predictive values of several factors on TVET intention. After the analysis, the conclusive predictive model for TVET intention was produced.

Intervention (Ambidextrous TVET Junior programme)

The training intervention was developed using the Behavioural Insights approach to influence young people’s behaviour concerning TVET. This module specifically targets the automotive occupational field. The learning objectives of the module are [1] to stimulate participants’ interest in TVET, [2] to change participants’ perception of the 3D illusion (dirty, dangerous and difficult) associated with TVET, [3] to influence participants’ intention towards TVET, [4] to develop participants’ analytical and critical thinking based on the ambidextrous concept. Overall, the intervention aims to improve participants’ interest, cognitive behaviour, and acceptance of TVET. The training consisted of seven modules linked to TVET: TVET World, Mental Focus, Workplace Safety, See and Practise, Explore and Trial, Exploit and Response, and Reflection. The seven modules were structured around three distinct phases of learning: knowledge acquisition and comprehension, application and practice, and evaluation. The cognitive behaviour of individuals can be influenced by the notion of TVET as outlined in Module 1 of TVET World. An example of this influence can be observed when participants acquire knowledge about job options in TVET, leading to positive attitudes and a subsequent alteration of belief in TVET. Modules 4 through 6 placed a strong emphasis on the acquisition of knowledge and skills through structured practice and the attainment of a deep understanding of key concepts. Enhancing self-efficacy can increase participants’ interest in TVET when they hold behavioural beliefs, such as the idea that they can perform tasks as described by the instructor’s knowledge. When individuals were provided with instruction and guidance on examining and executing strategies to achieve educational objectives, this endeavour could stimulate their curiosity and engagement in the realm of TVET. Modules 2, 3, and 7 significantly focused on the concluding evaluation stage, employing a targeted, sensitive, and thoughtful approach. A sense of locus of control can arise as individuals recognise the diversified and respectable nature of a career in TVET. The module incorporated various instructional strategies, including problem-solving, hands-on activities, games, and imitation exercises.