This study concerned validating academic integrity survey, a measure developed in 2010 to investigate academic integrity practices in a Malaysian university. It also examined the usefulness of the measure across gender and nationality of the participants. The sample size comprised 450 students selected via quota sampling technique. The findings supported the multidimensionality of academic dishonesty. Also, strong evidence of convergent and discriminant validity, and construct reliability were generated for the revised AIS. The testing of moderating effects yielded two outcomes. While (...) the gender invariant analysis produced evidence that the three-dimensional model was not moderated by gender; the nationality effect was inconclusive, probably due to a noticeable imbalance in respondent distribution for the nationality group. The significance of this study lies not only in the rigorous statistical methods deployed to validate the dimension and psychometric properties of the AIS; but establishing the gender invariance of the model. It is understood from the findings that although male and female students may vary in their academic misconducts, the underlying factors for these conducts are the same and can be addressed effectively using a non-discriminating approach. (shrink)

This research drew on the authors’ long experience in the implementation of the “_Hikmah_ Pedagogy” which is based on the Philosophy for Children’s teaching method. Specifically, the study examined the influence of the pedagogy on the participants’ perceptions of and feelings about their thinking and reasoning skills. The sample comprised 188 Malaysian and international students from an international secondary school in Malaysia. This consisted of students in four Grade levels, ranging from Grades 7 to 10. An instrument named “_Hikmah_ Feedback (...) Survey - HFS” was employed for data collection. The findings were supportive of the positive influence of the pedagogy on students’ abilities to think and reason better after experiencing the programme. Furthermore, the participants demonstrated a considerable improvement in their cognitive and social-communicative skills, as evidenced in the scores obtained for the post-programme’s test. This affirms the fact that the _ḥikmah_ pedagogy is highly recommended in Malaysia’s march towards its Vision 2020 developmental goals. Implications of the study were discussed and suggestions were proposed to educators and stakeholders in secondary school education. (shrink)