GUIDE TO THE PREPARATION OF FINAL YEAR

PROJECT / THESIS

SCHOOL OF EDUCATION AND SOCIAL SCIENCES

MANAGEMENT AND SCIENCE UNIVERSITY
2015

This guide is meant to help the students of Management and Science University
in preparation of thesis. It deals only with the format of the thesis and some
conventions. It involves numerous steps beginning with the submission of a
research proposal and ending with the binding of the thesis. With proper planning
and the aid of modern typing and printing technologies, the preparation of a
thesis can be a very satisfying and rewarding exercise and experience.

Editor
Dr. Ooi Boon Keat (K.B., P.A.)

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 CONTENTS
Page

CHAPTER 1 THESIS PREPARATION

1.1 Introduction 1
1.2 Typeface And Font Size 1
1.3 Margins 1
1.4 Spacing 1
1.5 Pagination 2
1.6 Format Of Thesis 2
1.7 Header And Footer 5
1.8 Symbols 5
1.9 Numbers 5
2.0 Papers 5

2.1 Binding 5

APPENDICES

Appendix A Spine and Cover of thesis 7

Appendix B Sample of Title Page 8
Appendix C Sample of Approval Sheet 9
Appendix D Sample of Declaration 10
Appendix E Sample of Acknowledgements 11
Appendix F Sample of Abstract 12
Appendix G Sample of Contents 14
Appendix H Sample List of Tables 16
Appendix I Sample List of Figures 17
Appendix J Sample List of Abbreviations and symbols 18
Appendix K Sample of Text 19
Appendix L Sample of Figures 21
Appendix M Sample of Tables 22
Appendix N Sample of References 23
Appendix O Sample of Appendices 24

CHAPTER 2 RESEARCH PROPOSAL 25

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 CHAPTER 1 THESIS PREPARATION

1.1 INTRODUCTION

This guide is to help the students of Management and Science University in preparation
of thesis. It deals only with the format of the thesis and some conventions.

1.2 TYPEFACE AND FONT SIZE

The entire text of the thesis, including heading and page numbers, must be produced with
the same font or typeface. The font size should be 12 points (Times New roman) or 11
points (Arial) and should not be scripted or italicized except for scientific names and
terms in a different language. Bold print may be used for headings. Footnotes and text in
tables should not be less than 8 points.

1.3 MARGINS

For the first page of any new chapter:

Top : 50 mm
Bottom : 25 mm
Left : 38 mm
Right : 25 mm

For the rest of the pages:

Top : 30 mm
Bottom : 25 mm
Left : 38 mm
Right : 25 mm

All information (text headings, footnotes, and illustrations), including page numbers must
be within the text area (see appendix K).

1.4 SPACING

The thesis should be typed 1.5 spaced. The following however should be single spaced:

I. Heading or subheading IV. Acknowledgements

II. References or bibliography v . Explanatory footnotes
III. Abstract

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1.5 PAGINATION

Pages should be numbered consecutively throughout the thesis including pages for tables,
figures and appendices. Each appendix should be identified separately using a big letter
(A, B, C). The pages of appendices should also be numbered accordingly. Pages number
should appear by themselves and should not be bracketed, hyphenated or accompanied
by other decorative devices.

The number of pages for title page, dedication (optional), acknowledgements,

abstracts, table of content, list of tables, list of figures, list of abbreviations or glossary
must use in small Roman numerals (i, ii, iii, ….).

Page 1 begins with the first page of the Introduction (or Chapter 1). All the pages
should be numbered at the top right corner for each pages.

1.6 FORMAT OF THESIS

The following are the example of how various pages in a thesis are arranged.

Title Page

This page includes the following information:

I. Full title of thesis

II. Full name of author
III. Degree for which the thesis submitted
IV. Name of the institution to which thesis is submitted
V. Faculty/ centre in which research was conducted
VI. Month and year of submission

See Appendix B.
Numbering this page using Roman number (i).

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Approval Sheet

The wordings on the page should read as follows:

This thesis submitted to the Senate of Management and Science University has been
accepted as fulfillment of the requirement for the Degree of Bachelor of Counselling and
Guidance (Hons). The member of the Supervisory Committee are as follows:

Signature:
Supervisor : (names)
Date:

See Appendix C.
Numbering this page using Roman number (i).

Declaration Forms

The declaration form should read as follows:

DECLARATION

I hereby declare that the thesis is based on my original work except for quotations and
citations which have been duly acknowledged. I also declare that it has not been
previously or concurrently submitted for any other degree at MSU or other institutions.

DATE : SIGNATURE
(name of candidates)
ID no.

See Appendix D.

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Abstract

Abstract should not exceed 250 words. It includes a brief statement of the problem; a
concise description of the research method and design; summary of major findings,
including the significance or lack of it and conclusion.

The abstract should be given both in English and Bahasa Melayu, the version to appear
first will be of the same language used in writing thesis. The abstract must be in one
paragraph only.

Acknowledgements

Acknowledgements usually contain written expressions of appreciation for guidance and

assistance from individuals and institutions.

Table of contents

The table of contents list in sequences, with corresponding page numbers, all relevant
subdivisions of the thesis.

All chapters, sections and subsections may be numbered accordingly (see appendix G).

List of Tables

The list shows the exact titles or captions of all tables in the text and appendices, together
with the beginning page of each table. Tables should be numbered accordingly to the
chapter.

(See appendix H)

List of Figures

This includes graphs, maps, charts, engineering drawing, photographs, sketches, and
printed images. The exact title or caption and its corresponding page number is listed.
Figure should be numbered accordingly to the chapter.

(See appendix I)

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Text of thesis

The body of a thesis is expected to be written from 5,000 to 8,000 words that consists of
the following sections. These can be organized as separate chapters.

CHAPTER I : INTRODUCTION

The introductory chapter introduces the problems and indicates its importance and
validity. It sets forth the context, the hypotheses to be tested and the research objectives
to be attained (figures and tables are not allowed).

CHAPTER II : LITERATURE REVIEW

It is a critical review of literature related to the topic of the thesis. It is mean to act as a
base for the experimental/analytical section of the thesis. Literature selected must be up
to date, analysed and synthesized logically. The literature must have the consequences
between each paragraphs.

CHAPTER III : MATERIALS AND METHOD

This chapter or section in paragraph, describes the methods and techniques used. It may
also contain validation of methods used. The materials and method must be explain in the
sentences NOT in the point form

CHAPTER IV : RESULTS

This chapter or section presents a complete account of results and analyses of the study in
the form of figures, tables or text so that the key information is highlighted. Each of the
figures, tables must be explain in text (paragraph) too.

CHAPTER V : DISCUSSION

It discusses the results of the study in relation to the hypotheses. It highlighted the main
findings, their significance and implication. Students also can give their opinion on their
findings provided it is related to the outcome. A separate chapter for discussion may be
necessary to give an overall discussion of the finding leading to a conclusion.
Combination of the results and also discussion in one chapter are also accepted.
Summary highlights the finding of the study upon which a conclusion is drawn in line
with the objectives sets. The conclusion should be one to three pages only either in bullet
or paragraphs formats.

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References

All the references in the text must be listed (See appendix N)

Appendices

Some of thesis do not require the appendix. However the appendix can be placed after the
references list. Details of the appendices are listed by type in the Table of Contents.

1.7 HEADER AND FOOTER

The use of header and footer is NOT allowed.

1.8 SYMBOLS

The symbol % may be used in place of the word percent, e.g. 72.5% and typed without a
space. If the candidate prefers to write 72.5 percent in full, then consistency should be
maintained throughout.

1.9 NUMBERS

All integers less than ten should be spelt out unless they are attached to units of measure
(e.g. 10 kg, 5 mL). Use figures for numbers 10 or more than 10, eg: “About 225
students…..”. Number which is less than 10 must be spelt out, eg: “The samples in the
study consist of seven elderly…..” .If a sentences begins with a number, write the number
in words, e.g. “Twenty two students were sampled from the study area”.

2.0 PAPERS

White paper (80 g) or paper of equivalent quality should be used. Paper should be of A4
size (210 mm x 297 mm) and all printing should use Laser Jet printer.

2.1 BINDING

The thesis should be bound with MAROON hard cover.

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 APPENDIX A
Spine and Cover of the Thesis

NORSHAFARINA SHARI

50 mm

THE RELATIONSHIP BETWEEN LEARNING

STYLES AND ACADEMIC PERFORMANCE
Bac. Counselling and Guidance (Hons) MSU

NORSHAFARINA SHARI

MANAGEMENT AND SCIENCE UNIVERSITY

2015
2015

40 mm

Font : Times New Roman, using 18 points (gold colour)

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 APPENDIX B
Sample of Title Page

______________________________________________________

THE RELATIONSHIP BETWEEN LEARNING STYLES AND

ACADEMIC PERFORMANCE

NORSHAFARINA SHARI

Thesis Submitted in Partial Fulfilment of the Requirement for the Degree of

Counselling and Guidance in the School of Education and Social Sciences
Management and Science University

SEPTEMBER 2015

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 APPENDIX C
Sample of Approval Sheet

38 mm 25 mm
30 mm

This thesis submitted to the Senate of Management and Science University has been
accepted as fulfilment of the requirement for the Degree of Bachelor of Counselling and
Guidance (Hons). The members of the Supervisory Committee are as follows:

Signature:
Supervisor : Dr. Ooi Boon Keat (K.B., P.A.)
Date: SEPT 2015
spacing : 1.5 lines
Signature :
Co-supervisor : Dr. Neda Saeipoor
Date : SEPT 2015

Signature:
Dean: Prof. Datin Dr. Norhisham Mohamad
Date: SEPT 2015

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 APPENDIX D
Sample of Declaration
________________________________________________________________________

DECLARATION

I hereby declare that the thesis is based on my original work except for quotations and
citations which have been duly acknowledged. I also declare that it has not been
previously or concurrently submitted for any other degree at MSU or other institutions.

25 SEPT 2015 signature

ALEEYA SOFEA AFIQ
0120141008062

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 APPENDIX E
Sample of Acknowledgements

30 mm

ACKNOWLEDGEMENTS
Spacing: double

I praise to the almighty Allah for giving me the strength and patience to complete

the research. I would like to express my sincere appreciation and deepest gratitude to the

following persons for their support during the research. To my sole supervisor Dr. Ooi

Boon Keat, thanks for the guidance, advice, encouragement, patience and endless

support. My deepest gratitude is extended to my parents and siblings for their support to

encourage me to continue my endeavour, and to make this step in my life possible. Not

forgetting to my friends for their valuable friendship and encouragement for making life

in aboard bearable. Lastly, I extend my special thanks to my course mates for their

involvement, support and encouragement.

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 APPENDIX F
Sample of Abstract

30 mm

ABSTRACT
spacing : double

This research was conducted to explore the styles of learning among students in School of
Education and Social Sciences (SESS) in relation to academic performance. The study
involved 100 respondents who consisted of 50 male students and 50 female students. The
research instrument was Learning Style Inventory. Data was analyzed by using descriptive
statistic, t – test and Pearson correlation. The research finding pointed that visual learning
style was preferred more by the students as compared to other constructs. As overall, there
were significant differences for learning styles and academic performance respectively.
However, there were no significant differences for learning styles and academic
performance by gender. Despite that, female students showed slightly higher preference Single
towards visual and auditory learning styles than male students but male students had Spacing &
Justify
slightly higher numbers in kinesthetic learning style. Pearson correlation did not show any
significant relationship between learning styles and academic performance. Only auditory
learning style was found to be significantly related to academic performance. Therefore,
the research results that were obtained depict that learning styles are not the main factor to
determine students’ academic performance.

________________________________________________________________________

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_______________________________________________________________________

PERKAITAN ANTARA KAEDAH PEMBELAJARAN DAN PENCAPAIAN

AKADEMIK

ABSTRAK

Kajian ini dijalankan unuk melihat perkaitan antara kaedah pembelajaran and pencapaian
akademik dalam kalangan pelajar di School of Education and Social Sciences (SESS).
Penyelidikan ini telah melibatkan seramai 100 orang subjek yang terdiri daripada 50
orang pelajar lelaki dan 50 orang pelajar perempuan. Learning Style Inventory telah
digunakan sebagai alat pengukuran dalam kajian ini. Data daripada keputusan kajian
dianalisa dengan menggunakan statistik deskriptif, ujian-t dan korelasi pearson. Dapatan
kajian menunjukkan bahawa subskala kaedah pembelajaran secara visual lebih menjadi
plihan para pelajar berbanding subskala yang lain. Di samping itu, terdapat perbezaan
yang signifikan bagi kaedah pembelajaran secara menyeluruh dan juga pencapaian
akademik secara menyeluruh. Namun demikian, tiada perbezaan yang signifikan bagi
kaedah pembelajaran dan pencapaian akademik mengikut jantina. Walau bagaimanapun,
jumlah pelajar perempuan adalah lebih tinggi sedikit berbanding pelajar lelaki bagi
subskala kaedah pembelajaran scara visual dan audio tetapi pelajar lelaki menunjukkan
jumlah yang lebih ramai bagi subskala kaedah pembelajaran secara kinestetik. Kolerasi
pearson pula tidak menunjukkan perkaitan yang signifikan antara kaedah pembelajaran
dan pencapaian akademik. Hanya subskala kaedah pembelajaran secara audio
menunjukkan perkaitan yang signfikan dengan pencapaian akademik pelajar.
Sehubungan itu, keputusan kajian yang diperolehi menunjukkan bahawa kaedah
pembelajaran bukan merupakan faktor utama yang menetukan pencapaian akademik
pelajar.

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 APPENDIX G
Sample of Contents

____________________________________________________________________

30 mm

CONTENTS
Spacing: double

Page

APPROVAL i

DECLARATION spacing : 1.5 lines ii

ACKNOWLEDGEMENTS iii

ABSTRACT iv

ABSTRAK v

CONTENTS vi

LIST OF TABLES ix

LIST OF FIGURES x

LIST OF ABBREVIATIONS xi

Spacing : double

CHAPTER I INTRODUCTION
Spacing : 1.5 lines
1.1 Introduction to Type 1 Diabetes Mellitus 1

1.2 Objectives 4

1.2.1 General objectives 4

1.2.2 Specific objectives 4
_______________________________________________________________________

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CHAPTER II LITERATURE REVIEW

2.1 Learning Theories 5

2.2 Theories of Learning Styles 7

Spacing : double

CHAPTER III METHODOLOGY

3.1 Collecting Data 27

3.2 Statistical analysis 28

3.3

CHAPTER IV RESULTS AND ANALYSIS

4.1 Demographic Profile 29

4.1.1 Race 29
4.1.1.1 Malay 29

4.1.2: Gender 32

4.1.3: Age Range 32

4.2

CHAPTER V DISCUSSION

5.1 Race 58

5.2 Gender 59

REFERENCES 74

APPENDIX A : QUESTIONNAIRES 79

APPENDIX B : SAMPLE WORKSHEET 80

________________________________________________________________________

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 APPENDIX H
Sample List of Tables
________________________________________________________________________

30 mm

LIST OF TABLES
Spacing : double

Number of tables Page

Table 3.1 The Allocation of Items in the Learning Styles Inventory 36

Table 3.2 Scoring System of the Learning Styles Inventory 38
Table 4.1 The Demographic Data of Samples 42
Table 4.2 The Descriptive Analysis for Learning Styles 44
Table 4.3 The Differences of Learning Styles By Gender 45
Table 4.4 The Differences of Academic Achievement By Gender 47
Table 4.5 The Correlation of Learning Styles and Academic
Achievement 49

______________________________________________________________________

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 APPENDIX I
Sample List of Figures

30 mm

LIST OF FIGURES

Spacing : double

Number of figures Page

Figure 1.1 Conceptual Framework of Learning Styles and

Academic Achievement 26
Figure 4.1 Percentages of Academic Achievement 30
Figure 4.2 Percentage of Learning Styles 31
Figure 4.3 Percentage of Academic Achievement by Gender 33
Figure 4.4 Percentages of Learning Styles by Gender 34
Figure 4.5 Percentage of Duration of Stay in the Hospital among

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 APPENDIX J
Sample List of Abbreviations and Symbols
______________________________________________________________________

30 mm

LIST OF ABBREVIATIONS AND SYMBOLS

Spacing : double

ADT Auditory

VI Visual

KIN Kinaesthetic

WR Writing

RD Reading

CGPA Cumulative Grade Point Average

< less than

> more than

= equal to

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 APPENDIX K
Sample of text

_______________________________________________

50 mm

CHAPTER I
Spacing : 1.5 lines x 2

INTRODUCTION
Spacing : 1.5 lines x 2

1.1 DIABETES MELLITUS

Spacing : 1.5 lines

The learning styles are the independent variable. According to Fleming’s (2001) Visual

38 mm Auditory Kinesthetic (VAK) Model, most people possess a dominant or preferred learning 25 mm

style. However, some people have a mixed and evenly balanced blend of the three styles.

The table below is the summary for the characteristics of each learning style.

However, it should be noted that individuals have different learning styles,

characteristics, strengths and preferences in the way individual takes in and processes

information (Hong and Chan, 2000). Knowing students’ learning styles can help in various

ways to enhance learning and teaching (Garf, Kinshuk, and Liu, 2009).

students’
However, learning
preferences
Liu, 2009).it in
should styles
the way can help
be noted
individual in various
that individuals
takes ways
have
in and to enhance
different
processes learning
learning
information and teaching
styles,
(Hong (Garf,
characteristics,
and Chan, Kinshuk,
strengths
2000). and
Knowing
and
25 mm

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_______________________________________________________________________

30 mm

1.2 OBJECTIVE

1.2.1 General Objective:

This study aims to determine the relationship between learning styles and academic

achievement. I do believe that, despite of other factors, there is a high relationship

between learning styles and academic performance. It is very important for every student

to be able to realize their styles of learning in order for them to perform well in their

study. Following are the specific objective to my study.

1.2.2 Specific Objective

1) To identify the distribution of learning styles and academic achievement

2) To determine the differences of learning styles between male and female students

25 mm

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 APPENDIX L
Sample of Figure

60%

50%

40%

30%

20%

10%

0%
Auditory Visual Kinaesthetic Writing

1.5
spacing Figure 4.5 Percentage of Learning Styles

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 APPENDIX M
Sample of Table
________________________________________________________________________

Table 4.1 The Descriptive Analysis of Learning Styles

Styles f Mean SD %

Auditory 12 29.75 3.23 12

Visual 23 16.10 2.45 23

Kinaesthetic 14 18.00 5.32 14

Writing 21 28.25 3.24 21

Reading 30 21.90 3.52 30

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 APPENDIX N
Sample of references

30 mm

REFERENCES

Spacing : double

Alison, B.2004. Tools and Techniques for Working with Young People with Diabetes.
Diabetes Spectrum 17: 8-13

American Diabetes Association. 2000. Tests of Glycemia in Diabetes, in Clinical Practice

Recommendations 2000. Diabetes Care 23: Suppl.1

Ann, M., Scott L., Michelle A., Mengeling A. & Eva T. 2002. Effects of Diabetes on
Learning in Children. Pediatrics 109 (1): 109-101

Anna, C., Cristiana, P. & Luisa, B. 2004. Type 1 Diabetes among Sardinian Children is
Increasing. Diabetes Care 27: 1623-1629

Challem, J. 1996. Alpha lipoic acid: Quite possibly the universal antioxidant. The
Nutrition Reporter . (online) http://www.nutritionreporter/`ALA...antioxidant.html
(1 Jan 2002).

Cristophe, E.M. & Van, G. 2005. Impact of Overweight on Chronic Microvascular

Complications in Type 1 Diabetic Patients. Diabetes Care 28: 1649-1655 Spacing:
single
Dacie, J.V. & Lewis, S.M. 1968. Practical Haematology. New York: Grane & Stratton,
Inc. Page 166.

Evans, C.R. 1990. Erythrocytes, oxygen radicals and cellular pathology. In Das, D.K &
Essman, W.B. Oxygen Radicals: Systemic Events and Disease Process. pages 1-
30. London: CRC

Flavia, C., Rosaria, G. & Graziella, B., 2004. Diabetes incidence in 0-14 year age-group
in Italy. Diabetes Care 27: 2790-2796

Gerard J. Tortora & Sandra R. G. 2003. Principles of Anatomy and Physiology. 10th
Edition. USA: John Wiley & Sons, Inc. Pages 116-117.

Norshafarina, S. , Siti Zuraini, M.S., Suzanas, S., Siti Fatimah, I., Khairul, O., Siti Balkis,
B., Ezlan, E., & Jamaludin, M. 2004. Effect of antioxindats on membrane red
blood cells male individual. Proceeding 2nd Life Science Postgraduate, page 68.
________________________________________________________________________

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 APPENDIX O
Sample of Appendices

APPENDIX A

QUESTIONNAIRES

Topic: The Relationship of Learning Styles and Academic Achievement

Sample no:
1. Age

18 – 20 yrs

21 – 23 yrs

24 – 26 yrs

>26 yrs

2. Gender

Male

Female

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 CHAPTER 2 RESEARCH PROPOSAL

1.0 Introduction

This should be a brief statement answering the following questions: What research
question are you attempting to answer? Why is this research needed? How does it
contribute to the chosen field of research? This should draw the reader into the rest of the
proposal and give him or her a sense of the project as a whole. You will cover some of
the same items in more detail in other sections.
2.0 Hypothesis

Is a provisional idea, which the outcome of the proposed research will either confirm or
disprove it.

3.0 Objective:

General Objective:

Specific Objectives:

4.0 Review of Literature:

Preliminary library work on the subject- highlight what has been done in the past
and how that is directing the present proposed research project.

5.0 Materials and Methods

Outline how you propose to conduct the research (Research design, sample/subject,
sampling technique, location, selection criteria)
Include flow chart, which can be used as guide when you are actually conducting the
research

5.1 Data Analysis

State the proposed method of data analysis

6.0 References
List all the references applied in preparation of the research proposal.

Gantt Chart
Milestone, which shows the duration of the project and layout the order in which tasks
need to be carried out

Appendices (if any)

Include a copy of your questionnaire or other research instrument or informed consent
form

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 SAMPLE FORMAT FRONT COVER RESEARCH PROPOSAL

RESEARCH PROPOSAL (Cooper black : 16)

THE RELATIONSHIP BETWEEN LEARNING STYLES AND

ACADEMIC PERFORMANCE (Arial : 16)

Prepared By (Arial: 12; Bold,Italic)

ISKANDAR SHAH BIN HAIKAL (Arial : 14)

012000657789

Supervisor

Dr. Ooi Boon Keat

(Arial : 12)
School of Education and Social Sciences
Management and Science University

2015
• Front cover color: Whit

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