Democratic Perception and Attitudes of Pre-Service Music Teachers in Turkey

Received May 14, 2018 Revised May 27, 2018 Accepted May 29, 2018 Democracy, a lifestyle as much as it is a form of government, begins to be learned in the family. The youth observe and acquire the democratic attitudes of their parents. The task of passing it on to the new generations and helping them acquire democratic values is the mission of schools, namely teachers. It is a commonly known fact that developmental level of countries shows parallelism with the democratic attitudes of individuals. It is important to understand the democratic perceptions and attitudes of teachers who are responsible for positioning democratic structure and thus raising the democratic level of countries. For this reason, the research aims to examine the democratic perceptions and attitudes of music teacher candidates in terms of some variables. Data collected using the democratic attitude scale was analyzed using t-test, Kruskal-Wallis H test, and Spearman’s correlation coefficient. Results showed that attitude scores did not change according to gender, level of parents’ education or the year students were in. Scale scores were negatively correlated with the amount of parents’ income. There was no correlation between the students’ GPAs and the scale scores. Music teaching requires a democratic environment intrinsically; therefore, the democrat ic perceptions and attitudes of the music teacher candidates who will carry out the music lessons in which they should maintain the democratic environment must be determined. As aforementioned notions suggest, this study is of the essence since the results will shed light on the academic staff in the institutions that train music teachers. Keyword:

INTRODUCTION
It is known that developmental level of countries shows parallelism with the democratic attitudes of individuals. According to Gomleksiz [1], democracy is "a form of lifestyle and government based on human rights and freedoms in which majority has right to establish a policy, and minority has right to participate in and criticize". However, the sustainability of democracy can only be ensured in societies composed of individuals who accept democracy as a behavioral pattern and can bring democratic principles to their lives. Family and school are two important institutions in the development and socialization of individuals. Democracy, a lifestyle as much as it is a form of government, begins to be learned in the family by the democratic attitudes of parents. The task of passing it on to the new generations and helping them acquire democratic values is the mission of schools, namely teachers. If it is desired to raise individuals who believe in and live democracy, it is necessary that their educational environment especially their classroom is IJERE ISSN: 2252-8822  The Democratic Perception and Attitudes of the Pre-Service Music … (Hatice Onuray Eğilmez) 101 governed democratically and they experience democracy in the classroom [2]. Davies as cited by Karahan et al [3] also associates the development of democratic life culture to the democratic educational systems.
Dewey who is an important representative of libertarian tradition, whose origins are based on values of enlightenment, and dedicates his life and thoughts to democratic and educational issues prepared a report after his visit to Turkey during the years of the foundation of the Republic of Turkey, and it is thought that this report has been influential in the development of the Turkish National Education system. According to Dewey as cited by Gutek, democracy and education are hand in hand. Only a democratic education can create a democratic society. School should be a miniature society. Children can only get the basic principles of a democratic lifestyle in such a school [4].
Democracy Education and School Councils Project was put into practice in Turkey in 2004 and students were tried to be grown with democratic awareness from early ages and to gain the values such as voting, critical thinking, solidarity, reconciliation, participation, public opinion formation and democratic leadership adoption by practice [5].
In the new draft music lesson curriculum, which is planned to be implemented in 2017 and emphasized as the most important basic element constituting an education system, it is emphasized that the skills gained through education process contribute to the improvement of the living standards of the individuals and to the countries' global competition capacities and their democratic development [6].
Throughout history, democracy in Turkey has occasionally been interrupted due to various coups. This fact shows us that teachers need to be more sensitive in the name of democracy in order for democratic bases in our country to be solid, permanent and sustainable. According to Tuncel and Balci [7], teachers need to know the basic values of democracy and transform these values into behavior in their own life. Within this context, it is thought that it is important to understand the attitudes and perspectives of the teachers who are responsible for setting the democratic structure and thus raising the democratic level of the countries.
In the literature, there are studies conducted in Turkey on democratic attitudes of Turkish preservice teachers [8][9][10][11][12][13][14][15][16][17]. However, researches on the democratic perceptions and attitudes of music teachers are limited in our country. For this reason, in the study, the democratic perceptions and attitudes of the preservice music teachers, who will conduct music lessons that require a democratic environment inherently, are examined in terms of some variables.
In the research, it is aimed to examine the democratic perceptions and attitudes of the pre-service music teachers studying in Turkey in terms of some variables. The results related to democratic perceptions and attitudes of the pre-service music teachers who will conduct music lessons that require a democratic environment inherently will shed light on the academic staff in institutions that train music teachers, and this makes the research important. Furthermore, there is no study on democratic perceptions and attitudes of the pre-service music teachers in Turkey, and that increases the importance of the study.

RESEARCH METHOD
Correlational research model was used in the study. In this model, the aim is to estimate the level of relationship between two or more variables statistically and predict the possible results [18]. In this study, the relation between democratic perceptions and attitudes of the pre-service music teachers was examined in terms of variables such as gender, class level, grade point average (GPA), and parents' level of income, level of education, employment status and occupations.
The research population consisted of students studying at department of music education in Turkey. As a sample, 122 students (87 female, 35 male) studying at department of music education at 10 different universities were included in the research. Students mean age was 22.22 (SD = 3.03). Twenty-six of the students were first-year students, 20 were second-year students, 32 were third-year students and 44 were fourth-year students.
In the research, a scale developed by Tutkun and Genc [17] to determine the democratic perceptions and attitudes of the pre-service teachers was used. In addition to the scale, a personal information form prepared by the researchers for the pre-service teachers was used in order to collect data. The scale consists of 36 items, 11 for the personal dimension, 11 for the educational dimension and 14 for the occupational dimension. 11 items at the personal level were about the pre-service teacher's being "open-minded, selfcritical, collaborative, sensitive and tolerant¬", and if they "respects individual rights, believes in justice and equality and develops changing, progressing and problem solving strategies"; 11 items on the educational level to measure if the pre-service teacher "searches, analyzes and synthesizes, works with people with different opinions, shows respect to the people from different nation, religion, race and gender, and expresses himself/herself in class"; the 14 items at the occupational level to measure the situations where pre-service teacher "cooperates with colleagues, becomes fair and open to students, respects the rights of students, questions teaching skills and knowledge, uses different techniques, methods and activities while teaching, creates positive classroom atmosphere and classroom management, and gives feedback to the students". The Before data analysis, parametric test assumptions were checked and it was determined to use t-test to analyze the scores in terms of gender, the Kruskal-Wallis H test to analyze the scores in terms of the class level of the pre-service teachers and parents' occupations, one-way ANOVA to analyze the scores in terms of parents' level of education and Mann-Whitney U test to analyze the scores in terms of parents' employment status. Spearman's correlation coefficient was calculated to determine correlations between attitude, income, and GPA variables.

RESULTS AND ANALYSIS
In order to determine the effect of gender on attitude scores, t-tests were employed. Test statistics are given in Table 1.
In Table 1, it is seen that female pre-service music teachers have a higher score in general and sub dimensions of democratic perception and attitude than males, but this difference is not statistically significant (p > .05) Table 1. T-Test In order to determine the effect of class level on attitude scores, Kruskal-Wallis H tests were employed. Test statistics are given in Table 2.
In Table 2, it is seen that the general democratic perception and attitude scores of the pre-service music teachers do not change according to class level, H(3) = 1.32, p = .725. It is also seen that the scores of each class level is quite close in the sub-dimensions and there is no significant difference between them. This can be interpreted as no significant change happens in students' democratic perceptions and attitudes during university education. 103 In order to determine the relations among variables, Spearman's correlation coefficients were calculated. Test statistics are given in Table 3.
When Table 3 is examined, it is seen that general democratic perception and attitude scores of preservice music teachers are correlated with sub-dimension scores as expected. A weak negative correlation is detected between the general democratic perception and attitude score (r = .199, p = .031). The income level is also negatively correlated with the occupational sub-dimension of the attitude (r = .210, p = .023). It is determined that there is no significant difference according to the GPA variable In order to determine the effect of parents' education level on attitude scores, One-way ANOVAs were employed. Test statistics are given in Table 4.
In Table 4, it is seen that mother's level of education does not have an effect on the democratic perceptions and attitudes of the pre-service music teachers, F(2,119) = 0.217, p> .05 and the father's level of education also does not have any effect on the attitude, F(2,119) = 1.389, p = .25). It is understood that no sub-dimension is affected by the education level of the mother or father. In order to determine the effect of parents' employment status on attitude scores, Mann-Whitney U tests were employed. Test statistics are given in Table 5.
In Table 5, it is seen that there is no significant difference between demographic perceptions and attitudes and pre-service music teachers' mothers' employment status (U = 1610.5, p = .71). Similarly, the fact that father is working or not does not significantly affect the democratic perceptions and attitudes of preservice music teachers (U = 1395.0, p = .56). It can be said that the sub-dimensions are not affected by the parents' employment status. In order to determine the effect of parents' professions on attitude scores, Kruskal-Wallis H tests were employed. Test statistics are given in Table 6.
As seen in Table 6, it is determined that there is no significant effect of the mother's profession on the democratic perceptions and attitudes of pre-service music teachers, H(3) = 3.93, p = .27. Similarly, the father's profession has no significant effect on the democratic perception and attitude, H(7) = 8.95, p = .26. It is also determined that there is no significant difference in the sub-dimensions, and that suggests that the parents' occupations have no significant influence on democratic perception and attitude. However, when the sample is taken into consideration only, it is seen that the attitudes of the health workers' children are slightly higher.

DISCUSSION
It is determined that although it is not statistically significant, female pre-service music teachers have a higher score in general and sub-dimensions of democratic perception and attitude than male preservice music teachers. In the Turkish society, the male dominant society, statistics show that the rate of female literacy, university graduation, being in working and social life, and even the number of deputies in the parliament is far behind men [19]. The high level of democratic perceptions and attitudes of female preservice music teachers compared to male pre-service music teachers can be attributed to the fact that this situation has occurred as a reaction to gender discrimination. Similar results are obtained in the researches on the democratic attitudes of the pre-service teachers in various branches and it is found that the democratic attitudes of the female students are significantly more positive than male students [10,12,16,[20][21][22]. However, Saracaloglu et al. [13], Elkatmis and Topbas [21] report that there is no statistically significant difference in the democratic attitudes of pre-service classroom teachers in terms of gender.
In the research, it is determined that the general democratic perception and attitude scores of the preservice music teachers do not change according to the class level. It is seen that the scores of the class levels are very close to each other and there is no significant difference in the sub-dimensions. This situation can be interpreted as no significant change happens in democratic perceptions and attitudes of the students during university education. The fact that pre-service music teachers have no activities for democratic attitude in the context of the lessons they have taken during their music teacher education in university may explain this. The results Tekin et al. [16], and Genç and Kalafat [21] obtained are parallel to our research results, but in his research, Bulut [23] points out that the fourth year pre-service teachers have the highest democratic attitude.
It has been determined that general democratic perception and attitude scores of the pre-service music teachers are correlated with sub-dimension scores. It is seen that there is no significant difference with the GPA variable, but the income level is correlated with the general democratic perception and attitude score at a weak level but negatively. It has been determined that the level of income negatively correlates with the occupational sub-dimension of the attitude. Similar results were obtained in Gomleksiz and Cetintas' [10] research. It is determined that there is a significant difference between the democratic attitude scores of the pre-service teachers in terms of the families' level of income variable and the democratic attitude scores of the pre-service teachers with middle and lower income families were significantly higher than the demographic attitude scores of the pre-service teachers with high income. However, another study on parental attitudes [24] indicates that there is no significant difference between the parents' democratic attitudes according to monthly income. It has been found put that there are other researches that cannot  ISSN: 2252-8822 IJERE Vol. 7, No. 2, June2018 : 100 -108 106 determine a significant difference between the level of income of the pre-service teachers' families and their democratic attitudes [22].
In the study, it has been determined that the educational status of the mother and father had no effect on the democratic perceptions and attitudes of the pre-service music teachers, and any sub-dimension was affected by the education level of the mother or father. Democratic education begins in the family. Despite this, the result obtained in the research is considered to be surprising. However, similar results have been obtained in the researches of Genc and Kalafat [21], Aydemir and Aksoy [20], Gomleksiz and Cetintas [10], Elkatmis and Topbas [22] on the democratic attitudes of pre-service teachers. In the study conducted by Gomleksiz and Cetintas [10], it is recorded as a striking finding that those whose mothers are university graduate have the lowest attitude score and those whose mothers are illiterate have the highest attitude score. However, in another study [24] conducted on the attitudes of the parents, it is found out that democratic attitude scores of undergraduate parents are significantly higher than the democratic attitude scores of the secondary school graduates. Contrary to this result, Saracoglu et al. [12] and Tekin et al. [16] state that the democratic attitude score increases significantly as mother and father's level of education increases.
It has been determined that the fact whether the mother or father is working or not does not create a meaningful difference in terms of the democratic perceptions and attitudes of the pre-service music teachers. It can be said that the sub-dimensions are also not affected by the parents' employment status. Although parents who do not work are thought to have more chances to spend time with their children, students who are studying at university are away from home and this causes the parents to be less influential on their democratic perceptions, so this may cause the employment status of the parents not to have an effect on democratic perceptions and attitudes. In a study conducted on attitudes of the parents [24], it is stated that democratic attitudes do not show significant difference according to the employment status of the parents.
It has been determined that the parents' professions have no significant effect on the democratic perceptions and attitudes of the pre-service music teachers. It has been also found out that there is no significant difference in the sub-dimensions and that suggests that the parental occupation has no significant influence on democratic perception and attitude. However, when the data in the sample are examined, it is seen that the health workers' children's democratic attitudes are slightly higher. However, in the research conducted by Aydemir and Aksoy [20], it is stated that there is a significant difference between the democratic attitudes of the students and the professions of their mothers. It is stated that the difference considered as significant professions is between self-employed group and housewives, teachers and retired group. In the same study, it has been found out that there is no significant difference between the democratic attitudes of pre-service teachers and the professions of their fathers. In his research, Bulut [23] concluded that the democratic attitudes of pre-service teachers are not related to their mothers' professions but to their fathers' professions. According to the democratic attitude scale average scores, Bulut [23] states that when the maternal profession is examined, pre-service teachers who indicate their mothers' profession as a teacher have the highest democratic attitude and when the paternal profession is examined, pre-service teachers who indicate their fathers' profession as a worker had the highest democratic attitude

CONCLUSION AND SUGGESTIONS
In the direction of the results obtained, no change has been observed in the democratic attitudes of the pre-service music teachers for 4 years during the university life. Within the scope of life-long education, informative meetings for democracy education to be given in music education departments for 4 years, courses or behaviors required for democratic life, elections, and such activities may raise awareness among pre-service teachers in this field. This may reflect positively on conducting future music teachers' music lessons, which require a democratic environment inherently.
The democratic attitude scores of male pre-service music teachers were found to be lower than female students', although it is not significant. At this point, organizing activities to increase the democratic attitudes of the male pre-service music teachers may provide positive contributions to the community life in the male dominant Turkish society.
Further research may be done to compare the democratic attitudes of the pre-service music teachers with the democratic attitudes of the pre-service teachers who are trained in other teaching areas, so that the level of democratic attitudes of the pre-service music teachers to other pre-service teachers can be determined. With different variables, the democratic attitudes of the pre-service music teachers can be examined from different angles. If a study that compare the democratic attitudes of the pre-service music teachers and the democratic attitudes of the music teachers working now, the implementation phase will also be propounded.


Mini-trampoline enhances cardiovascular responses during a stationary running exergame in adults

A new class of video game called exergame (EXG) has been used to promote physical activity and cardiovascular fitness, but EXGs are not as efficient as traditional aerobic exercises. However, auxiliary tools, such as the mini trampoline (MT), may enhance the physiological responses obtained by the EXG. The aim of this study was to compare the metabolic and cardiovascular responses of a stationary running EXG with and without an MT. Nineteen healthy males performed a treadmill test for the determination of VO2max and HRmax. In sequence, the VO2, HR, and METs were measured during the Free Run, a Nintendo Wii’s stationary running EXG, according to two distinct protocols. One protocol used the traditional EXG (EXG-PT), and the other protocol used an MT during the EXG (MT-PT). The normalized data were analyzed by statistical software SPSS 20.0 using a t-test and ANOVA for repeated measures (p < 0.05). The results supported that stationary running EXG performed on an MT showed an increased intensity, in all variables analyzed, when compared with the traditional EXG. Furthermore, the MT-PT was classified as a vigorous-intensity exercise and EXG-PT as a moderate to vigorous intensity exercise. In conclusion, these findings support that the MT is a feasible auxiliary tool to enhance physiologic responses during a stationary running EXG.

INTRODUCTION
For many years, playing video games has been associated with a sedentary lifestyle, mostly due to the physically inactive interaction mode between player and device [1]. However, a new class of video games, called active video games or simply exergames (EXG), has been modifying this stereotype [2]. Utilizing new motion detection technology, EXGs are capable of translating motor actions into personal commands to the virtual game, creating an immersive and interactive environment. The Nintendo Wii ® (Nintendo, Kyoto, Japan), one of the most popular EXG in the world, has been the object of studies that indicate effective improvements and maintenance of cardiorespiratory fitness in adults [3, 4,5].
Despite the potential proposed by the EXG, studies that compared variables such as heart rate (HR), oxygen consumption (VO 2 ) positive well-being, and caloric expenditure between EXG and traditional exercises showed that the effects of EXGs might not be as efficient as those of traditional exercises; moreover, traditional aerobic exercises produce a higher intensity workout than EXGs [6,7,8,9].
These findings support that EXGs can be an additional form of exercise but not a replacement for traditional exercise. However, auxil-

Study protocol
All the procedures were performed at the Physical Activity in Virtual Environment Laboratory (LAFAV, IFSULDEMINAS, Campus Muzambinho, Minas Gerais, Brazil). The experimental design consisted of two blocks: block 1 was composed of one session (day 1) of anthropometric assessments (height, weight, and body composition), ergospirometric parameters (VO 2 max and HRmax), and to conclude the first session, each participant playing Nintendo Wii Fit Free Run for 20 minutes to ensure an equal experience with the EXG between the participants.
Block 2 was composed of two sessions (day 2 and day 3). On the second day of the study, participants were randomly divided into two groups, labeled "sample A (n = 10)" and "sample B (n = 9)".

Block 1: Anthropometric assessment and ergospirometric parameters
The subjects' body weights, heights and body composition (lean mass and body fat) were analyzed by using a Bioelectrical Impedance Analyzer (RJL systems, Quantum II, Clinton Township, MI, USA). To qualify for bioelectrical impedance analysis, the participants were required to meet the following conditions: (a) abstain from ingesting antidiuretic medications, alcoholic beverages, and food or beverages containing caffeine for the last 24 hours prior to the test; (b) avoid vigorous exercise and sauna for the last 8 hours prior to the test; (c) obtained a minimum of 8 hours' sleep and ingested the recommended amount of water the day preceding the test [19].
The VO 2 max was assessed on a treadmill by measuring respiratory gases with the VO2000 portable automated system (MGC Diagnostics, Saint Paul, MN, USA). The unit, including battery pack, harness, and cables, weighs 1.5 kg and uses the preVent™ Pneumotach to measure ventilation from expiratory flow volumes. This gas analyzer uses a proportional sampling valve and a 3-breath average for the measurement of oxygen uptake (VO 2 ), carbon dioxide output (VCO 2 ), and minute ventilation (VE) every 10 seconds. The Breeze Suite software v. 6.4.1 (MGC Diagnostics, Saint Paul, MN, USA) was used for data collection and manipulation.
Before each VO 2 max determination, the gas analyzer was calibrated according to the manufacturer's instructions. Additionally, one HR monitor (Polar, S810; Polar Electro Oy, Kempele, Finland) was used continuously to obtain HRmax. The incremental exercise test of maximal oxygen consumption (%VO 2 max), metabolic equivalents (METs), energy expenditure, rate of perceived exertion, and blood lactate [17]. Limited studies have investigated the precise metabolic responses promoted by MT and fewer have evaluated if those responses are adequate to obtain health benefits. In addition, no other research has considered using the MT as an interventional tool aimed to surpass the results currently obtained by the EXG.
The aim of the present study was to compare the metabolic responses (VO 2 , HR, and METs) of male young adults during a stationary running EXG performed on an MT and on the traditional EXG.
Following previous studies in which it was proposed that performing exercises on an MT increased their difficulty level, we hypothesized that the variables evaluated would be higher with an MT than on traditional EXG.

Subjects
The sample was composed of 19 healthy males recruited from a university student population. The subjects neither maintained a physical inactive lifestyle, exercising a minimum of 30 minutes three times per week, nor participated in an intense athletic training regimen. The guidelines for pre-activity screening of the American College of Sports Medicine (ACSM), which allow initial risk stratification for physical activity, were applied [18].
Participants were excluded if they presented any of the following exclusion criteria: a history of prior cardiovascular and metabolic diseases that preclude physical activity, recent surgical procedures, and smoking. Subjects were fully advised in regard to the risks, benefits, aims, and examination methods of the study and were clearly instructed to maintain their usual dietary and physical activity practices during the study. All participants read and signed an informed consent form, and the study was approved by the Ethics Committee designed by the Brazilian Platform (Protocol number 757.477/2016). Characteristics of the study participants are shown in Table 1. VO 2 max (mL · kg -1 · min -1 ) 55.8 ± 5.46 Note: Anthropometric and ergospirometric data on participants (n = 19, Muzambinho-MG. Brazil).
followed the protocol proposed by Worley [20]. The test was initiated at 2.5 mph and a 4% grade. Every 2 minutes, the treadmill speed was increased by 1 mph, and the 4% grade remained constant.
As the primary criterion, VO 2 max was defined as the point at which a plateau in VO 2 occurred with an increasing workload. To determine if there was a plateau in the VO 2 during the maximum test, the highest mean value of oxygen uptake found in the last 30 seconds of each stage was used. A variation ≤150 mL.min -1 in VO 2 after the speed was increased was considered a plateau. The following were adopted as secondary criteria: (a) HR ≥90% of predicted HRmax for age (220 -age); (b) RER ≥1.10; and (c) ≥16 points on the 20-point Borg scale [21]. When these criteria were not met, the peak VO 2 (VO 2 peak) was assumed to be the average of the three highest values found during the test [22]. An automated filter was used to exclude VO 2 data that presented a respiratory quotient (RQ) <0.6 or >1.2, or a VO 2 or VCO 2 <50 mL/min [23]. In both protocols, the Wii Remote was attached to the medial third of the participant's right thigh with an elastic band. Each protocol was performed for 8 minutes at a self-paced intensity. The subjects were instructed to run as they would in their own homes. The virtual distance (VD), a score given by the Free Run game as feedback for the player, is described to be a reliable measure of the intensity of the game [26]. They were not given a set pace, but they were instructed to cover as much VD as possible during the first protocol [26,27]. The VD covered in the first protocol was recorded, and the participants were advised to achieve this same distance in the second protocol. The correct running technique was demonstrated to the participants, and verbal reminders were given throughout to ensure that the participants lifted their knees. This was necessary to prevent shuffling of the feet, which resulted in a faster step rate, and therefore a larger VD, without a similar increase in the physiological response [26].

Block 2: Measurement of physiological responses during the EXG
During these procedures, physiological responses (VO 2 , HR, and METs) were measured using the VO2000 device (MedGraphics, Saint Paul, MN, USA) coupled with an HR monitor (S810; Polar Electro Oy, Kempele, Finland). Before each experimental procedure, the system was calibrated. Gas exchange and HR were collected continuously for 10 minutes in both protocols. Using Breeze Suite software, the physiologic data were separated into different time segments

Oxygen consumption
The t-test revealed that the overall average of %VO 2 max in the MT-PT was significantly higher than that in the EXG-PT (p < 0.001) ( and MT-PT (Figure 2). In addition, it was indicated a significant interaction between protocols. Post hoc test indicated a significantly higher %VO 2 max in MT-PT than in EXG-PT at minutes 4 (p = 0.039), 6 (p < 0.001), and 8 (p < 0.001) (Figure 2).

Cardiovascular responses
The t-test indicated that the overall average of %HRmax in the MT-PT was significantly higher than that in the EXG-PT (p = 0.013) ( Table   2). The exercise intensity during the MT-PT was considered as mod-

Metabolic equivalents
The t-test revealed that the overall average METs in the MT-PT was significantly higher than that in the EXG-PT (P < 0.001) ( Table 2).

Statistical analysis
Data were processed, and statistical analysis was performed using SPSS version 20.0 (SPSS Inc, Chicago, IL). Shapiro-Wilk test demonstrated a normal distribution of data. A paired t-test was used to compare differences between the overall average of EXG-PT and MT-PT over three variables (%VO 2 max, %HRmax, and METs) expressed as a mean percentage (± SD). Two-way ANOVA for repeated measures was performed to compare differences between the experimental protocols over five time points (baseline and minutes 2, 4, 6, and 8). Bonferroni's post hoc test was used to indicate statistical differences between groups. Differences were considered statistically significant at p < 0.05.
The exercise intensity during both the MT-PT and EXG-PT were considered as vigorous (7.7 ± 2.1 METs and 6.0 ± 1.1 METs, respectively). Two-way ANOVA for repeated measures revealed a significant time effect (P = 0.001) for both EXG-PT and MT-PT (Figure 4). In addition, it indicated a significant interaction between protocols. Post hoc test showed that METs were significantly higher in the MT-PT than in the EXG-PT at minutes 4 (P = 0.022), 6 (P = 0.019), and 8 (P = 0.015) (Figure 4).

DISCUSSION
The main finding of this study is that all the analyzed variables  measure [26]. Therefore, at the first session of block 2 (day 2), the participants were instructed to cover as much VD as they could.
Subsequently, at the second session of block 2 (day 3), the participants were instructed to cover the same amount of VD as they had in the first session. No difference was found between the VD performed in the two protocols ( Other studies have been proposed the MT as a useful tool for exercise training. For example, a study developed by Sukkeaw et al. [35] suggested that aerobic dance performed on an MT, compared with a dance performed on a hard surface, contributed to increased leg muscular strength, decreased foot plantar pressure, and more effective balance training. Even though our study did not evaluate the same variables, this study partially corroborates our findings, which propose that exercises performed on an MT could generate greater physiological responses than those performed on a rigid and stable surface. We hypothesized that the higher physiological demands promoted could be due to the rebounding and instability of the elastic surface of the MT, thus it would require a greater effort to perform the exercise and maintain balance. Furthermore, other studies have indicated that the MT has a great potential to promote physical fitness, body composition modifications, and beneficial cardiovascular and metabolic responses [36,37,38]. However, as far as we know, no other study has investigated the cardiovascular responses to the MT during an EXG. It is worth mentioning that both protocols (EXG and MT) were performed at the participant's own pace, and studies suggest that these exercises positively affect training adherence, motivation, and affective responses [39,40,41]. However, self-paced exercise could be influenced by external factors such as mood and motivation, thus leading to differences in our study. In order to control this situation, the VD provided by the Free Run game was used as a reference


Developing student character of preservice mathematics teachers through blended learning

This study aims to develop communicative, creative, curiosity, and hard work to students through learning mathematics using blended learning method. The method in this research is qualitative research with analytical descriptive study approach. The subject of this research is a level 3 student of preservice mathematics teachers in one of private universities in Bandung. The instrument used in this research is the observation sheet of student character in each learning activity. Based on the research, it can be concluded that learning with effective blended learning method can develop communicative character, creative, curiosity, and hard work. Overall, it can be concluded that learning using blended learning method can develop the character of the students of preservice mathematics teachers.

Introduction
The effort to improve the quality of learning is something that is not separated from the responsibilities of an educator. Being an educator today is certainly very different from yesterday. The challenges faced are huge, considering the current education has entered a new era of technological era and scientific progress rapidly. The world of education is currently being spoiled by technological developments that are easily absorbed and learned by almost in all circles. The 21st century learning of fulfilling the needs of life in various contexts is more knowledge-based. Efforts to meet the needs of educations, economics and development in the field of industry must be knowledge-based. It is quite clear that efforts to improve the quality of education are essential and fundamental in the face of the challenges of this century. Mathematics is the basic science in developing knowledge and technology. Based on the "21st Century Partnership Learning Framework", there are several competencies and/or expertise that must be possessed by HR XXI century, namely: (1) Critical-Thinking and Problem-Solving Skills; (2)  Mathematic learning in the 21st century is expected to contribute significantly to the development of the character of students who are ready to face the rapidly growing global life. Moral education including the character development of students even up to the process of education in universities, should have received serious attention in the practice of education in Indonesia. It is actually very clearly contained in the function and purpose of the Law of the Republic of Indonesia Number 20, 2003 [1] About the National Education System that "National education functions to develop the a foundation of economic and technological literacy skills. Equally important is the technological support of students developing multicultural skills, working together and communicating in a crossnational space, as well as developing skilful global awareness; (5) The Responsibility of Faith. The Indonesian people consider that intellectual, digital, social, and academic skills are not enough. Indonesian children are required to have a more valuable life skills characterized by their faithful and cautious skills, honest living skills, skilled in performing their mandate, are skilled at doing justice, are skilled at performing their responsibilities, are skilled at empathy, and obediently observe the religious life and obey the commands of God Almighty.
Given the growing evidence that internet information and communication technologies are changing a lot of things to society, this is what the 21st century challenge is [3]. The focus of the research study is to develop character values on blended learning model that is aimed at students of mathematics teacher candidates. Of the eighteen values of the characters listed in the values of the nation's cultural character, in this study only focus on the character of hard work, curiosity, creative, and communicative. Urgency about character education, should get special attention especially in college. So that the implementation of character learning can be seen its development. Through some activities in learning mathematics for preservice teachers, this study will answer the question of whether the learning with blended learning model can develop the character of the students of preservice mathematics teachers.

Theoretical Study
The Law of the Republic of Indonesia number 20 of 2003 on National Education System (UU Sisdiknas) formulates the function and objectives of national education that should be used in developing educational efforts in Indonesia. Article 3 of the National Education Law states, "National education functions to develop and form the character and civilization of a dignified nation in order to educate the nation's life, aiming for the development of potential learners in order to become human beings who believe and cautious to God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen".
Narvaez [6], the dilemma that faces teacher educator, then is whether it is acceptance to allow character education to remain part of a school's hidden curriculum or whether advocacy for the value commitments immanent to education and teaching should be transparent, intentional and public." A Education culture and character of the nation is the development of values derived from the perspective of life or ideology of the Indonesian nation, religion, culture, and the values formulated in the goals of national education. Culture is defined as the whole system of thinking, values, morals, norms, and beliefs (beliefs) of human beings produced by society. Character is the character, character, morality, or personality formed by the internalization of virtues that are believed and used as the basis for the worldview, thinking, acting and acting. Virtue consists of a number of values, morals, and norms, such as honest, courageous, trustworthy, and respectful to others. The interaction of someone with others fosters the character of society and the character of the nation.
Character According to the Guidelines for the Development of Cultural Education and Character of the Nation of the Ministry of National Education [7] is the character, character, morality, or personality formed from the internalization of virtues that are believed and used as the basis for the worldview, thinking, Act. Virtue consists of a number of values, morals, and norms, such as honest, courageous, trustworthy, and respectful to others. The interaction of someone with others fosters the character of society and the character of the nation. Therefore, the development of the character of the nation can only be done through the development of one's individual character. However, since humans live in certain social and cultural environments, the development of one's individual character can only be done within the social and cultural environment.
Development or character building is believed necessary and important to be done by schools and stakeholders to become a foothold in the implementation of character education in schools. Throughout the history of human culture, Thomas Lickona [8] states that the goal of moral education is to help learners become smart and make learners good. In other words, the purpose of character education is basically to encourage the birth of good children (Insan Kamil). Growing and developing a good character will encourage learners to grow with the capacity and commitment to do the best things and do everything right and have a purpose in life.
Character is developed through knowing, acting and habit. Character is not limited to knowledge alone. A person who has knowledge of goodness may not be able to act in accordance with his knowledge, if not trained (become a habit) to do well. Characters also extend to areas of emotion and habit. Thus required three components of good character (component of good character) that is moral knowledge, moral feeling or feeling (emotional reinforcement) about moral, and moral action or moral deeds [7]. This is necessary so that learners and / or other schoolchildren involved in the education system can understand, feel, live, and practice moral values.
Description of the value of the nation's character formers in question is; (1) Hard work, is a behaviour that shows genuine efforts to overcome barriers to learning and duty, and to complete the tasks as well as possible; (2) Curiosity, is an attitude and action that always strives to know more deeply and extends from something he learns, sees, and hears; (3) Friendly / communicative, is an act that shows the pleasure of talking, socializing and cooperating with others; (4) Creative, is thinking and doing something to produce new ways or results from something that has been owned.
Blended learning is the process of bringing together a variety of learning methods that can be achieved by combining virtual and physical resources. Driscoll & Carliner [4] defines: blended learning integrates-blends-learning programs in different formats to achieve a common goal. It means blended learning integrates -or combines -learning programs in different formats to achieve common goals. Blended learning is a combination and a variety of strategies in learning. So it can be said that blended learning is a learning method that combines two or more methods and strategies in learning to achieve the purpose of the learning process. Allen, Seaman, and Garrett [9], defined blended learning as: "The definition of an online program or blended program is similar to the definition used for courses; an online program is one where at least 80 percent of the program content is delivered online and a blended program is one where between 30 and 79 percent of the program content is delivered online." To implement blended learning in college, Gynther's theory [5] states that there are four focused didactic questions, namely (1) what knowledge the student must achieve and the form of education to be achieved; (2) how room arrangements are needed for learning; (3) how to set up the learning environment needed; and (4) what learning resources are needed. Problems encountered in the implementation of learning in college is if teaching in a large class, then learning with one-to-one and hands-on is rather difficult to implement. Another problem is the problem of learning time. Cotrell and Robinson [11] blended learning is not only a method that reduces lecture time issues but also a way to lecture programs with more students.
Taradi [10] blended learning is one of the three principles of learning that exist in higher education, the three principles are web-based learning, problem-based learning, and collaborative learning. Blended learning is included in the principle of web-based learning because in blended learning there is online learning, that is learning through website that has been designed.
Development of learning steps that apply Blended Learning also needs to be well designed, so that in the implementation of learning learners do not feel technical difficulties. Therefore, educators need to prepare in advance everything that is needed, such as materials that will be delivered or discussed, the platform that will be used in learning with Blended Learning, tutorial use of the platform used in learning by applying Blended Learning and so forth. Before implementing learning by applying Blended Learning, educators must prepare all of their learning needs, especially the use of technology platform that will be used in learning that will be used without implementing face to face. Some of the platforms that can be used in learning with Blended Learning like Group Mailing List (Mailing Lists, Yahoo Groups, Google+, etc.), Web Blog Teachers, Social Media (Facebook, Twitter, Instagram, Path, etc.) Learning Management Systems or LMS applications (such as Moodle, Edmodo, Quipper, Kelase, etc.) and so on. Furthermore, how the educator-defined platforms are applied in the learning process previously arranged in the designed learning steps. According to Garnham and Kaleta [5] hybrid or blended learning is a learning activity that is partly done online and the time normally used in the classroom can be reduced but not eliminated. In this study online activities conducted outside the face-to-face without reducing face-to-face activities so as to provide sufficient time for the occurrence of communication between students and students with faculty lecturers. Communication is done online to helps students master competence.
Student learning activities also experienced an increase in the presence of blended learning. Students can independently access the learning resources that have been prepared in the website. Students can conduct discussions with other lecturers and students on a scheduled or independent basis. This is in accordance with Garnham and Kaleta's opinion [8] that the purpose of developing blended or hybrid learning is to combine the best features of classroom learning (face-to-face) and the best characteristics of online learning to actively enhance active learning. Based on the above opinion blended learning developed in the course done face-to-face, offline, and online is the right way to improve the achievement of student competence as a preservice teacher who must master the philosophy and theory of learning as a whole. Learning activities develop critical thinking skills, communicate oral and written, manage discussions, and rational opinions.
Siemens in Yaniawati [16] mentions one of the categories of e-learning that is blended learning, which provides the best opportunity for the learning transition from class to e-learning. Blended learning involves class (or face-to-face) and online learning as a learning process. This model is effective enough to increase the efficiency of learning in the classroom and conduct discussions or add / seek information outside the classroom.
Kurtus [11] states that "blended learning is a mixture of the various learning strategies and delivery methods that will optimize the learning experience of the user". It states that blended learning is a mixture of various learning strategies and delivery methods that will optimize the learning experience for its users. Implementation of this strategy allows the use of online learning resources, especially web-based / blogs, without leaving Elliot's face-to-face activities [6].
Meanwhile, according to Allen, Seaman, and Garrett Hasbullah [9], defines blended learning, namely: The definition of an online program or blended program is similar to the definition used for courses; an online program is one where at least 80 percent of the program content is delivered online and a blended program is one where between 30 and 79 percent of the program content is delivered online.
To implement blended learning in college, Gynther's theory in Hapizah [10] states that there are four focused didactic questions, namely (1) what knowledge the student should achieve and the form of education to be achieved; (2) how room arrangements are needed for learning; (3) how to set up the learning environment needed; and (4) what learning resources are needed. Problems encountered in the implementation of learning in college is if teaching in a large class, then learning with one-to-one and hands-on is rather difficult to implement. Another problem is the problem of learning time. Cotrell and Robinson in Hapizah [10] blended learning is not only a method that reduces lecture time issues but also a way to lecture programs with more students. There are several reasons for using blended learning according to Garnham [7], namely: (1) increasing pedagogy; (2) ease of access and flexibility; (3) improve effectiveness Edmodo is a personal microblogging platform developed for teachers and students, prioritizing student privacy. Teachers and students can share notes, links, and documents. Teachers also have the ability to send warnings, events, and assignments to students and may decide to post something in a time frame that is publicly visible. Edmodo is a social learning platform for teachers/lecturers, students/for parents guardians developed in late 2008 by Nic Borg and Jeff O'Hara who feel the need to thrive in a school/college environment to reflect that an increasingly global world and connected, then they create a tool/application that can close the gap between how students and their lives learn how they study at school/college, for which Edmodo exists. Edmodo is created as a social networking learning platform for teachers/ lecturers, students/students, and parents/carers.

Methodology
This research is a qualitative descriptive research that describes the value of characters that arise as a result of learning mathematics using blended learning method. There are three characters studied, namely: (1) hard work, (2) communicative, (3) creative and (4) curiosity. Subjects in this study as


s2fieldsofstudy: Education Psychology

text:
EFFECTS OF USING VIRTUAL LEARNING ENVIRONMENT IN TEACHING AND LEARNING MALAY LANGUAGE

A study was conducted to identify the effects of using a virtual learning environment compared to using a typical conventional classroom environment in improving the moderate achievement of children for Malay grammar. A quasi-experimental design involved 56 Year Five children, divided into one control group (28 children) and one treatment group (28 children). The study also focused on the effects of the environment on the children’s’ interest based on their experiences. Questionnaire instrument was used, and quantitative analyses were conducted using pre-test and post-test and. The t-test results showed that there were significant differences between the control group and the treatment group. In conclusion, the virtual learning environment has significant effects on the achievement and interest of the children when compared to the other group that learned in a typical conventional classroom environment.

INTRODUCTION
In this digital era, children are more attracted towards computer-related teaching materials and learning sources and currently observed as one of the most important methods to increase children's understanding, as well as school performance and productivity [1]- [4]. Moreover, computer technology could deliver correct information through a fast and an attractive manner, thus creating a fun learning environment [5], [6]. Likewise, the process of teaching and learning also has gone beyond the physical space of a classroom. It is now becoming more global. In Malaysia, the Ministry of Education (MOE) has been proactive in formulating new changes in the education system and has been following current technology quite closely. In this era of globalization and digital, these developments have urged the nation to transform the way of conducting the teaching and learning.
As a result, a virtual learning environment (VLE) i.e. a platform for blended learning, namely as Frog VLE, is introduced to support Malaysia to establish a model of excellence in internetenabled learning especially among children. This transformation is a part of the National Education Blueprint 2013-2025 that comes with eleven shifts, including the seventh shift i.e. leveraging ICT to scale up quality learning across Malaysia [7]. The Frog VLE is a huge web-based learning system that duplicates a model of education world by integrating the conventional learning into virtual environment [8], [9]. It adopt constructive learning theory where learning process is carry out when children communicates which each other either in the real class or in the virtual class. This social interaction leads to high-level of thinking. In addition, based on the constructivism theory, Frog VLE gives children the opportunity to build knowledge through scaffolding techniques or teacher's guidance periodically. This process might educate the children to become fully responsible for their self-learning. Moreover, the Frog VLE is designed to enable teachers and children to interact, to collaborate and to access varies content networks according to their respective learning capabilities [10]. With the Frog VLE, teachers may produce and share learning materials and sources at anytime and anywhere. Therefore, children should not rely anymore on text books, and learning should not be limited in the classrooms only [11] [12].
The use of ICT in teaching and learning Malay language can be perceived as good effort to give a good impact towards addressing some learning issues. According to [13], Malay language has commonly perceived as a dull subject in schools. A monotonous pedagogy has always been associated to the low achievements of children in Malay language subject. As an issue, it has actually urged Malay language teachers to start varying their teaching techniques to catch their children' interest. Although there are a few research showing that Malay language teachers are not seriously being asked to give attentions in varying their teaching techniques and the correct use of printed media such as textbooks to assist them in effective teaching and learning method [14], the process of disseminating knowledge is always become more attractive and interesting whenever a teacher can successfully integrates ICT in a teaching and learning process [15] [16].
In addition, integrating teaching materials from textbooks with ICT-based teaching method such as VLE frog can be helpful for Malay language teachers to improve their teaching and learning process. Furthermore, such practices also can become beneficial for them in facing current challenges and limitations in teaching and learning Malay language in today situations [17] [18]. According to [19], the teaching and learning of Malay language, have already received huge impacts from the technology. Recently, a research reported that the secondary school children have high interest during the teaching and learning due to use of Frog VLE in Malay Language class [20]. Therefore, our study aims to identify the effects of using Frog VLE as the virtual learning environment during teaching and learning Malay grammar. The focus of research is on Malay grammar topic among Year Five primary children with moderate achievements.

METHODOLOGY
The methodology that was used in this study is briefly described in this section.

RESEARCH DESIGN
The study was designed as a quantitative quasi-experimental research. It involved two different groups, one control group and one treatment group (see Figure 1). To ensure that both groups had initially similar moderate achievements, a t-test was priory used to test the mean of pre-test for both groups. Hence, both groups must take a pre-test first. Then, the control group followed a typical, conventional teaching environment, while the treatment group was exposed to a virtual learning environment using the Frog VLE. Teacher used the VLE as a platform for the children to watch a selection of videos and presentation slides. Once the teaching and learning process for both groups completed, both groups took a post-test. The pre-test and post-test scores for both groups were then recorded, analyzed and compared. A t-test was used to test the scores against hypothesis.

SAMPLE DESIGN
Year Five children in the chosen school were divided into four classes. Two of the classes were of children with moderate academic achievements. Children from these two classes were our candidates to form the treatment group and the control group. Although this was a quasiexperimental study, it is important to ensure that both groups were having similar cognitive ability or similar prior academic achievement. We conducted a sampling procedure using the pretest marks. By using this procedure, we did not take the whole classes as our sample.
Children that scored the pre-test between 15 to 20 marks were not considered in this study. Hence, from total 81 children, only 56 children were left to be further considered. For these remaining 56 children, we sorted their pre-test marks from high to low score. For a systematic sampling purpose, we selected the sample according to numbers of 1 to 56. Children with even numbers were taken into the control group, while children with odd numbers were taken into the treatment group. It is important to note that we have compared the pre-test results between both classes and found no significant difference between them.
Once the sampling process had completed, we finally formed the two groups, the control group and the treatment group with 28 children in each group with the help of their teachers. The placements of sample in the class were randomized. Then only the groups ready to follow the teaching and learning process; the control group followed the teaching and learning process in a conventional classroom environment and the treatment group followed the Frog VLE. At the end of the process, both groups took their post-test. Data collected were then recorded and analyzed using SPSS latest version.

RESEARCH INSTRUMENT
We developed three instruments as research tools for collecting data. The main instruments were the pre-test and post-test questions. Other than that, we also have a questionnaire to get further related data.

i)
Pre-test: the pre-test questions were built based on the Malay language content syllabus for Year Five, particularly focusing on the Malay grammar topic. The test contained 20 questions: 10 objective questions and 10 fill-in-the-blank questions based on some pictures given. All questions must be answered within 40 minutes. All question items were about testing the children's understanding and their ability in using Malay grammar. These items were created based on Standard Curriculum Performance Document (DSKP).
ii) Post-test: the post-test for both groups were conducted after the teaching and learning sessions ended. The post-test questions were similar, but the numbering was totally changed. Again, the questions were built based on the Standard Curriculum Performance Document (DSKP) for Malay language content syllabus, Year Five, particularly focusing on the Malay grammar topic.
iii) Questionnaire: this instrument was only given to the treatment group at the end of study.
The 28 children were given 20 minutes to answer the questionnaire. All items in the questionnaire were all about their interest and perception based on their experiences with the Frog VLE. The participants were required to indicate the level of their agreements along a 5-point Likert's type scale using the following anchors: 1 Strongly Disagree, 2 Disagree, 3 Don't Know, 4 Agree, 5 Strongly Agree.

RESEARCH PROCEDURE
A pilot study was carried out to test the reliability and validity of the questionnaire, the pre-test and the post-test questions. For the pilot study, we chose 10 children from Year Five. Note that these 10 children were not among our selected sample. Each instrument has recorded Cronbach's alpha values more than 0.70. Therefore, these three instruments were considered as reliable for our study. All three of them were also thoroughly checked by a subject expert from the selected primary school to confirm their validity.

DEMOGRAPHICS OF PARTICIPANTS
Descriptive analysis showed the whole sample study was 56 children divided into 32 female and 24 male children as shown in Table 1. There were 28 children in each group (the treatment and the control groups). Each group can be further divided into 16 females and 12 males. All participants were Year Five children from one primary school at Batang Kali, Selangor. To ensure that any significance improvement can be relates to the effects of using certain environment and not because of other factors, participants from both treatment and control groups must have similar moderate achievements to each other. Basically, pre-test scores in both groups only ranged from five to nine points out of 20 points (see Table 2). Based on these pre-test scores, we conducted the t-test for the first null hypothesis. We used significant alpha value at .05 to reject a null hypothesis. So, any p-value higher than the significant alpha means that there no significance difference occurs.
HO 1 : There is no significant difference in the pre-test for Malay grammar between the treatment group and the control group  Table 3 shows the results of the t-test. With a p-value of .731, there was no significant difference in the pre-test scores for both treatment and control groups (M diff = .07, p > .05). Thus, we accepted the first null hypothesis. It means participants of both groups had similar moderate achievement at the beginning of the study. Table 3. T-test results on the pre-test scores between the treatment group and the control group. The results were shown in Table 4. The test results showed that the p-value was .000 (M diff = 8.32, p <0.05). Therefore, we have to reject the second null hypothesis. We conclude that virtual learning environment affects the participants' achievement positively.  Table 2 also presented the pre-test and post-test scores for the control group. The pre-test scores ranged from five to nine points and the post-test scores has increased and become a range of 10 to 15 points out of 20 points. Basically, that was an improvement. We conducted another paired ttest to test between the pre-test and post-test scores against the following hypothesis:

ACHIEVEMENT IMPROVEMENT WITHIN THE CONTROL GROUP
HO 3 : There is no significant difference between pre-test and post-test scores for Malay grammar in the control group The results shown in Table 5 depicted another p-value of .000 (M diff = 4.68, p <0.05). Therefore, we also have to reject the third null hypothesis. We conclude with a typical and conventional learning environment also affects the participants' achievement positively.  The final null hypothesis was formulated to observe the achievement between the treatment group and the control group. Based on the results in Table 6 above, another p-value of .000 was recorded (M diff = 3.57, p<.05). The final null hypothesis was also rejected. Therefore, the posttest scores recorded by the treatment group was more significant than post-test scores in the control group. As similar to the result in Table 4, we conclude that although both treatment and control groups recorded significant achievements, the achievement in the treatment group was more significant compared to the achievement in the control group. Table 7 shows the mean of Likert items' scores collected through the questionnaire. Note that the questionnaire was only given to the participants in the treatment group (n=28). With a mean value of 4.71, generally the participants might have given high scores of 4 (Agree) to 5 (Strongly Agree) in overall. Table 8 presented the findings' detail. As expected, the participants have strong interest with Frog VLE.  Table 9 shows the mean of Likert items' scores collected through the questionnaire on the participants' perception towards the VLE. With a mean value of 4.35, generally the participants might have also given many high scores of 4 (Agree) to 5 (Strongly Agree) in overall.  Table 10 presented the findings in more detail. From the table, we observed that some participants had responded with "do not know" when they came across with questions about "well-organized topic in the Frog VLE", "easy to find and understand information" and "can be used as a children-centered learning material". The first and second questions were subjected to their own experience with the VLE but the third questions, most probably, need to be downgraded or removed when children were involved as the participants in the study. This study has successfully answered the research hypothesis:

THE EFFECTS OF USING FROG VLE ON CHILDREN'S INTEREST
i) There is an improvement in achievement for children who follows the process teaching and learning with assisted by Frog VLE.
ii) Interest analysis also indicate that children are interested in learning Malay Language subjects using Frog VLE.
Based on the findings, it shows that the use of Frog VLE as a material or PdPc's tool for Malay grammar has been left an impression on children and the PdPc process that uses the Frog VLE as intermediary tool can improve the achievement of Malay grammar subjects.

CONCLUSION AND FUTURE WORK
The use of Frog VLE in education is not a loss, but it can help to improve the performance and achievement of children's' learning. To apply Frog VLE consistently in both school and out-of-school time, internet access needs to be present and this is a constraint and challenge faced by this study. Hence, this study is said to be important because: i) Frog VLE as a teaching aid in the PdPc process for subtopic Malay grammar (5 years children) is able to improve and increase the achievement in the Malay language subject. ii) Frog VLE is able to change the perceptions of children about Malay language subjects that are considered to be a boring subject to a fun subject.
iii) Frog VLE is an intermediary medium in helping children especially children who are in moderate and weak in interest of Malay language subjects.
There is a study that leads to the problem of using Frog VLE as an intermediary tool in the PdPc process. The study by [23] discussed the issues and constraints faced by teachers in school such as limited internet access, inadequate time, syllabus and many teacher workloads. However, a study conducted by [24] on the improvement of teacher professionalism in the use of Frog VLE found that teachers who mastered the use of Frog VLE would be easier in handling the PdPc process.
This study showed that the Frog VLE is an interesting and useful technology to be used during the teaching and learning of Malay grammar for Year Five primary children with moderate academic achievements compared to using conventional classroom environment. In this study, the data was collected systematically before the data was statistically tested using t-tests. When tested against the hypothesis, it was proven that the use of Frog VLE has helped in improving the children's learning especially in Malay grammar for Year Five. Although both the control group and the treatment groups had shown inclines in the post-test scores, it is clearly observed that the treatment groups had shown more significant improvement compared to the control group. Hence, the use of Frog VLE in teaching and learning should be encouraged. Moreover, the use of Frog VLE as a different learning environment which given more exposure of multimedia and other educational technology has definitely increased the children's interest to learn Malay grammar and promote good perceptions towards current technology.
With Frog VLE, teachers may create many new things, find materials and sources, and share many things. For example, teachers may upload videos, songs, photos, give task or assignment using Microsoft Word, Microsoft Power Point Presentation, or give quizzes through sites, or make use of chatroom and forum pages to encourage children interactions. Despite the many advantages offered by the Frog VLE, the use of Frog VLE has not being maximized. More efforts are needed to encourage teachers to make full use of this Frog VLE for their teaching and learning and get full benefits of the virtual learning environment. It is hoped that Malay language teachers can now start to accommodate with the technology changes and face the challenges with positive attitudes for brighter future of our children and our education world.


Self-Esteem and Academic Success of Secondary School Students in Calabar Metropolis of Cross River State, Nigeria and Counseling Interventions

The essence of this research was to investigate the influence of self-esteem on students’ academic success in Calabar metropolis of Cross River State of Nigeria. Two hypotheses were raised to guide the study. Literature review was carried out accordingly based on the variables of the study. The random sampling technique was adopted which sampled three hundred and forty-five (345) students who were drawn from fifteen secondary schools which represented all the public secondary schools in the area of study. The Self-Esteem and Academic success questionnaire (SEASO) and Achievement Test in mathematics and English Language (ATMEL) were used to collect data. The independent t-test analysis was used to test the hypotheses of the study. The findings showed that there is a significant difference in the academic success of students with positive self-esteem than those with negative self-esteem. This implies that self-esteem significantly influences students’ academic success. Based on findings of the study, it was recommended that students should boost their self-esteem as it is an important factor that strengthens the prediction of academic success in Mathematics and English Language. There should be school counseling intervention in improving self-esteem among students. Students should be trained on how to improve greatly in their self-esteem and academic efficacy.

Introduction
There is a growing concern about attitude of students to learning today globally (Asia, 2001). Whereas major developmental exploits and inventions of the past were birthed as a result of conscientious and dedicated attitude to learning, the trend today seemed to have been slowed down and the pace of development greatly reduced because of lukewarm and negative attitude to learning. Ingwu (2003) states that meaningful development in all the spheres of man's life is as a result of education which represents the concept of deliberate learning. Learning is generally viewed as the process through which knowledge is acquired. It is relatively permanent and persistent change that result from mental processes acting on experiences and interactions of the person and the environment that makes possible observable changes in behavior. This problem might be attributed to self-esteem of students as some students placed more or less value on themselves which may in turn influence their academic success. Academic attainment is an important parameter in measuring success in students. Observation and research reports have shown that success or high academic achievement has become a herculean task to achieve by students in recent times. Poor academic performance were recorded both at secondary and tertiary levels of education in Nigeria, Essien (2012). This poor performance of students at all levels in educational institutions in Nigeria has attracted much criticism from time immemorial. Soyinka (2012) Observed the decline in the academic performance of students in post primary schools and maintain that secondary school system academic standards had fallen drastically and the quality of secondary school graduates being produced is questionable and subject to re-examination.
There are different approaches to defining the concept of academic success. Perhaps the most certain way a student can define this concept is being able to meet an institution's expectations. This may include being in a better standing and making all the satisfactory progress towards earning their credentials. Beyond that, academic success may also include the students themselves. As a student, you also need to identify your own success goals while in school and work towards achieving them. Once the goals are successfully achieved, one can claim to have achieved academic success. Students look at academic success differently. There are those that define academic success as being able to earn a specific grade point average, others are of the opinion that it entails landing a successful career while others define this as being able to gain admission to a particular graduate program. Depending on how you look at it these different thoughts can be used as an academic success definition without having to disregard any. Whichever way you look at it, academic success should be looked like a total transformative experience. An individual's education must not be limited to improving test results but should be encompassing. The challenge that remains is to create these transformations. It is the duty of our institutions to assume responsibility for the holistic development of a student. As parents, guardians, siblings, counselors, church and family; we can also play a part in the transformation, but our schools are considered as the Vanguard of all of these, Wikipedia (2009). Academic success is a major issue among students, teachers, parent, school counselors, administrators and the community at large. Attempts have been made by researchers to unravel the complexities surrounding academic success. Psychologists and counselors have put forward a lot of reasons why these disparities in performance exist. A lot of attention had been paid to external factors such as type of schools, teaching methods, school location, instructional materials, teachers' experience, and so on WAEC (2005). Many spend lots of money in order to secure good schools either for their children or themselves and those who can afford it even invest on education abroad as they believe this will enhance performance and which in turn gives an added advantage in terms of securing gainful employment.
Opinions vary as to why students excel academically while others appear to be underachievers or failures. Many educational counselors have consistently attempted to identify the major predictors of individual academic success. Factors such as intelligence, self-concept, gender, study habit, maturation, and home background, amongst others have been extensively explored as being responsible for academic success, especially among secondary school students. Other factors that have been researched into in the past include: child rearing patterns, peer group influence, socio-economic background and learning environment.
Maybe another major factor that is believed to be responsible for academic success is self-esteem. As selfesteem is confidence in one's own worth or abilities: self-esteem can be referred to as person's global judgments of competency regarding one's self-worth (Harter, 2008). This construct emerges when students compare their selfevaluation with actual performance on a variety of tasks. Moreover, this comparison between the perceived self and the ideal self is very crucial especially during adolescence as they encounter with diversified job of developing and challenges of their own age. Self-esteem is considered as one of the most important developmental processes of adolescence (Sirin and Rogers-Sirin, 2004) pointed out that one of the compliment necessary to achieve a true rise in self-esteem is successful performance in a learning task.
The Guardian Newspaper (2015) quoted the World Bank sponsored study that, Nigeria graduates are poorly trained and unproductive on job. Graduates skills have steadily deteriorated over the past decade.
Sirin and Rogers- Sirin (2004) also reported that the poor performance of Nigeria graduate particularly evident in two areas, poor mastery of Basic Studies (English language and Mathematics) and lack of requisite technical skills, it was ascertained in the report that the deficiencies in both vital areas make Nigeria graduates of the past fifteen years unfit for the labor market, and sometimes the larger society shortcoming were particularly observed in calculations, oral and written communication and applied technical skills.
The study also indicated that a serious disconnection exists between universities trainings and the needs of the labor market and this has been socially costly to the country. The report showed that in many cases employers of labor compensate for deficiency in academic preparation by organizing remedial course for new employees at great expenses. This often increase the company's operating cost and reduce profitability. Through the study many have identified major areas of the decline in the University education, the actual problem may have its root at the secondary school level. For it is at the secondary school level that the potential undergraduates are given inadequate foundation in the use of English Language and Mathematics. A majority of authentic and spoken language is rightly desirable, yet its teaching and learning is beset by a myriad of problems at the secondary school level.
Arithmetic and English Language is the vehicle of social interaction and requires practical everyday skillful use to function properly in the work place, social interaction, mobilization and indeed for functional literacy. It must be emphasized that "a person is functionally literate when he has acquired the knowledge and skills in reading and writing which enables him to engage effectively in all those activities in which literacy is normally assumed in the culture of his group". In the analysis of the senior secondary school certificate result in English Language between 2015 and 2016, it was indicated that percentage of failure was between 53.36% and 72.31%.
Results released by the West African Examination Council (WAEC 2015 -2016) left many students and their parents in tears, as 1,176,551 out of 1,705,976 candidates that sat for the exams fell below the minimum requirement for admission into the university. Details of the result indicated that only 529,425 candidates (31.28%) out of the 1.7 million candidates who wrote the exam obtained credits in five subjects and above in Mathematics and English Language. These were the successful ones qualified to apply for admission into tertiary institutions.
Aside The release of the May/June 2014 WASSCE provoked more concern on the declining performances of Nigerian students over the years. Although, WAEC management pointed accusing fingers at parents, other stakeholders thought otherwise, as they blamed the government, teachers and parents alike for the mass failure, with the poor performances of students in Mathematics and English Language in Nigeria, educators, parents, employees, counselors are worried and express great concern. The problem therefore is to investigate the influence of selfesteem on students' academic performance in Mathematics and English Language examination. It is against this background that this study seeks to investigate the influence of self-esteem on academic success of secondary school students in Calabar metropolis, Cross River State, Nigeria.

Problem of Study
Academic success is a major issue among educated stakeholders. Attempts have been made by researchers to unravel the complexities surrounding academic success, psychologists and counselors have forwarded reasons why those disparities in performance exist. Attention has been paid to external factors such as type of schools, teaching methods, school location, instructional materials, teachers experience and so on WAEC (2005). As stated that many people spend lots of money in order to secure good schools for their children or themselves which in turn gives an added advantage in terms of securing gainful employment.
Opinions vary as to why some students excel academically while others appear to be underachievers or failures. Educational counselors have consistently attempted to identify the major predictors of individual academic success. Factors such as intelligence, self-concept, gender, study habit, maturation, home background, among others have been extensively explored as being responsible for academic success, especially among secondary school students. Other factors that have been researched into in the past include; child rearing pattern, peer group influence, socioeconomic background and learning environment.
Another major factor that is believed to be responsible for academic success is self-esteem, hence, this study is positioned to investigate "how does self-esteem significantly influence academic success"?

Literature Review
Self-esteem can be referred to as a person's global judgment of competency regarding one's self-worth (Harter, 2008). In general, positive self-esteem helps individuals to view themselves as active and capable persons to promote change through efforts and set higher goals which cause learning new things. Numerous researchers have demonstrated that the best way to improve students' success is to increase their self-esteem (Rubie et al., 2004). Research has also documented that high self-esteem plays an important role in academic achievement, social and personal responsibility (Tella, 2007). Those who have higher academic achievement tend to feel more confident in contrast those who lack confidence in themselves achieve less.
Self-esteem, which is commonly defined as the individual's positive or negative attitude towards the self as a totality (Valentine et al., 2004) has been demonstrated in many studies to positively associate with various social and academic related factors. Rose and Broh (2000) have found in an analysis of data from the National Educational Longitudinal study in the United States that a sense of personal control affects subsequent academic achievement but self-esteem does not. Furthermore, personal control has also been found to be related to self-efficacy which has shown to require a certain level of positive self-evaluations to maintain self-efficacy (Pajares, 2006;Schunk, 2005). However, while self-efficacy and self-esteem are often found to be related, the increasing evidence revealing the positive effect from student self-efficiency for academic success does not likewise demonstrate a direct positive selfesteem has been viewed as a desirable attribute for students and therefore studies investigating self-esteem often note the important influence therein (Garcia-Reid et al., 2005). Likewise, other research with this present study's sample of North American and British students has revealed that the most significant influence these schools have on students' attitude toward school are their peers and teachers (Booth and Shechan, 2008). Nonetheless, the direct influence that self-esteem has on academic performance remains unclear, with further longitudinal research needed to assist with understanding the relationship.

Methodology
The research design adopted for this study was the Ex-Post Facto. Subjects of this study consisted of 345 respondents comprising 180 boys and 165 girls. The instrument used for data collection was the Self-Esteem and Academic Success Questionnaire (SEASQ) and Achievement Test in Mathematics and English Language (ATMEL) developed by the researchers. The instrument was divided into two sections. Section A sought information on selfesteem variable on 4 point Likert format on a continuum ranging from strongly Agree to strongly Disagree. The instrument was validated by three experts from departments of Test and Measurements, psychology and Guidance and Counseling. The reliability of the instrument yielding 0.78 which was considered adequate for the administration of the instrument.
The administration and collection of the instrument was carried out by the researchers with four research assistants. In all, a total of 345 copies of questionnaire were retrieved. The statistical tool employed for this study was independent t-test analysis of variance at 0.05 significant levels.

Result
This section presents the result of data analysis in accordance with the hypotheses: The study was carried out to examine the influence of self-esteem on students' academic success among secondary school student in Calabar Metropolis. Data for the variables were collected and measured both continuously and categorically with the use of a 4 point Likert scale ranging from strongly Agree to Strongly Disagree. The summary of the descriptive statistics are presented in table 2.

Hypothesis One
There is no significant influence of self-esteem on students' academic success in mathematics. The hypothesis was tested using independent t-test analysis. The result of the analysis is presented in table 3. From table 3 above, it shows that the total number of respondent with positive self-esteem is 221 with a mean X of 23.05 and a standard deviation SD of 8.25. similarly, the total number of respondents with negative self-esteem is 124 with the mean X of 19.87 and a corresponding standard deviation of 5.01 with 248 degrees of freedom at 0.05 level of significance, the calculated t-value is 4.45 while the critical t-value is 1.96. This result implies that since the calculated t-value of 4.45 was found to be greater than critical t-value of 1.96, the null hypothesis is rejected. Thus, the alternative hypothesis is accepted which means that there is significant influence of self-esteem on students' academic success in mathematics.

Hypothesis Two
There is no significant influence of self-esteem on student's academic success in English Language. The hypothesis was tested using independent t-test analysis. The result of the analysis is presented in table 4. It could be seen on table 4 that the mean and standard deviation in the academic success of students' in English Language for positive self-esteem is 41.11 and 10.92 respectively, while that of negative is 28.38 and 9.13 respectively. With 248 degrees of freedom at 0.05 level of significance and t-test calculated value of 11.56 hence the null hypothesis is rejected since the calculated t-value is greater than the critical t-value at 0.05 alpha. Thus, the alternative hypothesis is upheld. Therefore, there is a significant influence of self-esteem on students' academic success in English Language.

Discussion
The result obtained from the analysis of the first and second hypotheses revealed that there exists significance of self-esteem on students' academic success in Mathematics and English Language respectively. The findings is in line with the findings of Rubie et al. (2004). As they revealed that positive self-esteem helps individuals to promote change through efforts as set higher goals which cause learning new things. Tella (2007) studies revealed that those who have higher academic achievement tend to feel more confident in contrast those who lack confidence in themselves achieve less.
Self-esteem, which is commonly defined as the individuals positive or negative attitude toward the self as a totality (Valentine et al., 2004) has been demonstrated in many studies to positively associate with various social and academic related factors (Pajares, 2006;Schunk, 2005) stated that while self-efficacy and self-esteem are often found to be related, the increasing evidence revealing the positive effect from student self-efficacy for academic success does not likewise demonstrate a direct positive influence from self-esteem on school achievement. Nonetheless, a positive self-esteem has been viewed as a desirable attribute for students and therefore studies investigating self-esteem often note the important influence therein.