Future Projection on Patriotism among School Students Using Delphi Technique

doi:10.4236/ce.2012.326158

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Creative Education

2012. Vol.3, Special Issue, 1053-105 9

Published Online October 2012 in SciRes (http://www.SciRP.org/journal/ce) http://dx.doi.org/10.4236/ce.2012.326158

Future Projection on Patriotism among School Students Using

Delphi Technique

Saedah Siraj, Abd. Razak Zakaria, Norlidah Alias, Dorothy Dewitt, Ponnei Kannan,

Jeyanthy Gana pat hy

Faculty of Education, University of Malaya, Kuala Lu mpur , Mala ysia

Email: saedah@um.edu.my, abdrazak@um.edu .my, drnorlidah@um.edu.my

Received June 25th, 2012; revised July 24th, 2012; accepted August 12th, 2012

To date, past studies on projection of future education in Malaysia show that patriotism of the local sec-

ondary school students (in short, students) is yet to be conducted but currently studies are conducted on

technology applications on both local curriculum content and teaching and learning, future curriculum of

the local secondary school, future agro-science subject, and future moral of the Malaysian students. Bene-

fiting from Delphi technique of Abraham Kaplan, this study attempts to see what the experts’ projections

are on students’ spirit of patriotism in Malaysia, the impacts of spirit of patriotism on students’ culture

developments and curriculum implementation in the nation.

Keywords: Curriculum; Experts; Patriotism; Future Projection; Reflective

Introduction

To date, past studies on projection of future education in

Malaysia show that patriotism of the local secondary school

students (in short, students) is yet to be conducted but current

studies are conducted on technology applications on both local

curriculum content and teaching and learning (Siraj & Abdullah,

2005; Siraj & Saleh, 2003), future local workforce (Siraj &

Sulaiman, 2006), future curriculum of the local secondary

school (Siraj & Ali, 2008), future agro-science subject, and

future moral of the Malaysian students (Siraj, 2001, 2002, 2004,

2008).

Benefiting from Delphi technique of Abraham Kaplan (Hen-

son, 1980; Linstone & Turoff, 1993; Rotondi & Gustafson,

1996), this study attempts to see what the experts’ projections

are on students’ spirit of patriotism in Malaysia, the impacts of

spirit of patriotism on students’ culture developments and cur-

riculum implementation in the nation. Current researchers have

exercised the Delphi technique not only in curriculum design,

but in other fields as well (Slaughter, 1997). Patriotism is lo-

cally considered as one of the effective tools to boost virtu-

ous-discipline future generation with experiential-reflective

manner besides to defend them from the ill corrupted thoughts

and ideologies. In addition, it is one of the multi-dimension

subject-matters in Future Curriculum (Siraj, 2005, 2006, 2007a,

2007b, 2009; Siraj & Malik, 2008). Moreover, the spirit of

patriotism is one of the necessities to enrich the advance-dy-

namic-conscientious student.

The spirit of patriotism partly concerns with the insight or

the inner self where physical, material, acts and even the be-

havior, is apparently shaped with patriotic character (Siraj,

2007a, 2007b). In other words, patriotism does not only entirely

imply to what is perceived but also with inner self or experien-

tial-reflective insight. This study aims to examine experts’ pro-

jections on the spirit of patriotism among secondary school

students in Malaysia. In addition, this study attempts to see the

impacts of spirit of patriotism on secondary school students’

culture development in the nation (Siraj, 2009; Siraj & Aeria,

2005; Siraj & Malik, 2008).

The processes of this study are based on two Japanese

women’s Nonaka’s and Takeuchi’s (1995) Knowledge Creation

Model (KCM). KCM concerns with four central mechanisms,

socialization, externalization, combination and internalization.

Through these four mechanisms via adaptation of some Delphi

technique procedures, the KCM processes occur. Beginning

with Delphi technique’s implementation process in which it

initiates with group discussion activities to search early info—

for this study, the central issue is spirit of patriotism. Then,

researchers proceed by collecting info (talking with question

and answer via phone or direct discussion) from interviews with

respondents/experts. Normally, knowledge-character is with

dynamic character and continues develops (Turban, & Aronson,

2001). Accordingly, by merging all of the four mechanisms of

KCM into Delphi technique procedures be the forerunner to

structure the premise of spirit of patriotism, culture develop-

ment, and curriculum implementation.

This study aims to get responses from the local patriotism-

experts on spirit of patriotism among secondary school students

in Malaysia as well as their projections on the impacts of spirit

of patriotism on students’ culture developments and also on

curriculum implementation in the nation. These experts’ re-

sponses (on spirit of patriotism) can be utilized by policy mak-

ers, curriculum designers, teachers’ training institutions and

schools, as an instrument to shape a future generation with

experiential-reflective personality. This study (on future patri-

otism where it has connections with Future Curriculum as well

as it is also one of a local essential factors in enhancing the

advance, dynamic and conscientious students) is among one of

the attempts to achieve Malaysia’s Vision 2020 and the present

One Malaysia policy.

Research Questions

This study attempts to answer three main research questions:

S. SIRAJ ET AL.

1) What are the experts’ projections on spirit of patriotism

among secondary school students in Malaysia?

2) What are the experts’ projections on the impacts of spirit

of patriotism on secondary school students’ culture develop-

ment in Malaysia?

3) What are the experts’ projections on the impacts of spirit

of patriotism on curriculum implementation in Malaysia?

Methodology

Framework of the Study

Based on earlier studies by Hiltz and Turoff (1993), Siraj

(2003, 2008a), Siraj and Ali (2008), Siraj and Abdullah (2005),

Siraj and Saleh (2003) and Siraj and Sulaiman (2006), this

study implemented the Delphi Technique for consensus attain-

ment on future projection on spirit of patriotism among secon-

dary school students in Malaysia, the impacts of spirit of patri-

otism on secondary school students’ culture development in

Malaysia, and the impacts of spirit of patriotism on curriculum

implementation.

There are three central entities in Delphi’s processes: the first,

each expert is specialized in a different field and live at dis-

similar locations (Adler & Ziglio, 1996; Henson, 1980; Ziglio,

1996); the second, each expert merely presents her/his personal

opinion; and the third, each expert is granted the chance to

evaluate other experts’ views on a similar topic (Siraj, 2008a;

Glenn, 2000; Glenn & Gordon, 2000, 2001, 2002, 2003, 2004,

2005, 2006, 2007, 2008). Beginning in the 1950s, at the Rand

Corporation, Santa Monica, California, the Delphi Technique

was exercised to project the future US security requirements

(Siraj, 2008a, 2008d) while today, it is applied in various fields,

for instance, in 1971, in Education, it was applied to gather the

views of a panel of experts without placing them in a place

(Cyphert & Grant, 1971). Linstone & Turoff (1975), Dalkey,

Helmer & Cochran (1969) and Gordon (1994) clarified that

when the Delphi Technique is applied in a situational-study

(other than the time and cost factor leading some experts to be

unviable to sit together), it is advisable and even better for the

researcher to acquire the experts’ subjective views (Dalkey,

1969; Bijl, 1996; Dalkey & Helmer, 1951, 1963). Both of them

also emphasize that their above clarification has nothing to do

with the accuracy in Analytical Approach application (Gordon,

& Hayward, 1968; Gordon & Helmer, 1964; Helmer, 1972,

1977, 1981). Normally, there would be four Delphi Rounds

(although in some cases it may be fewer or more). This process

wou l d b e discontinued after a reasonable con sensus attainment is

achieved, and as the required information is obtained (Delbecq,

Van de Ven, & Gustafson, 1975; Jen kins & Smith, 1994). Based

on above discussions and earlier discussed study goals, the

Delphi Technique is identified by the researchers as the most

suitable approach to attain the experts’ consensus on the future

projection on spirit of patriotism among secondary school stu-

dents in Malaysia.

Panel of Experts

The panel of experts for this study is not selected randomly;

instead, they are selected according to three criteria. First, he or

she is an expert who has acquired knowledge, experience, and

has a major in a history-subject at any teachers’ training institu-

tion. Second, he or she is an expert who has retained the post as

history-teacher with more than ten years of history-subject

teaching experience. The last criterion is he or she is an expert

who is willing to take part in three Delphi Rounds.

Data Collection Procedure

Data collections are carried out on three Delphi Rounds and

the details of each round are as follows:

Data Collection Procedure for Delphi Rou nd 1

With the purpose to acquire information on the experts’ pro-

jections on spirit of patriotism among secondary school stu-

dents in Malaysia and the impacts of spirit of patriotism on

their culture development and curriculum implementation in

Malaysia, the respondents are interviewed in Delphi Round 1.

The data accessed from these interviews are then formulated as

the basis to construct the following Delphi Rounds’ survey

questions. Each expert is required to answer the submitted

questionnaire via email. After receiving the answers, the data is

analyzed using median and Inter Quartiles (IQ). Median is used

to investigate the majority of experts (experts’ consensus) while

IQ is conducted to identify the relationships between each of

the item or expert. The items are arranged according to year of

appearance/consensus level based on each item’s median score.

Data analysis of Delphi Round 2 is attached in Appendixes 1, 2

and 3.

Data Collection Procedure for Delphi Rou nd 2

Likert’s 4-point scale is utilized to decide on a projected date

of the patriotism effect on secondary school students in Malay-

sia. This scale is also utilized to attain experts’ consensus on the

impacts of patriotism on their (Malaysian secondary school

students) culture development, and also the impacts of patriot-

ism on curriculum implementation in the nation. The level of

agreement is arranged based on Likert’s 4-point scale: 1) 4 =

Strongly Agree; 2) 3 = Agree; 3) 2 = Disagree; 4) 1 = Strongly

Disagree. For data analysis, the following values represent the

occurrence of years: 1) 4 = 2009-2013; 2) 3 = 2014-2018; 3) 2

= 2019-2023; 4) 1 = after 20 years.

Data Collection Procedure for Delphi Rou nd 3

The purpose of round 3 is to narrow the gap of views differ-

ences among the experts and indirectly heading to attain the

consensus. Questionnaires of Delphi Round 3 are similar to

those of Round 2. Both median and IQR are used to show the

distribution of expert’s views on each item. In this fashion, each

expert is granted the chance to evaluate other experts’ views in

Delphi Round 2, thus, the expert may re-evaluate her/his an-

swers in the next Round. The expert’s answer of this round

should be one of these: 1) constant with previous answer if that

answer is inside IQR; 2) the expert may change her/his previous

answer if that answer is outside of IQR; and 3) by offering rea-

sons why her/his answer remains the same, and the expert is

constant with her/his answer when that answer is outside of

IQR. Statistic descriptive is utilized to analyze the data based

on min, median, and IQR. All feedbacks from respondents (the

experts) of the three Delphi Rounds would be analyzed as to

achieve consensus of experts’ future projections on spirit of

patriotism among secondary school students in Malaysia and

the impacts of spirit of patriotism on their culture development

and curriculum implementation in Malaysia. All data analysis

1054

S. SIRAJ ET AL.

would be conducted using thematic approach as discussed in

the following subtopic.

Data Analysis Procedure

Data accessed from the interviews of Round 1 is themati-

cally-analyzed—performing analysis according to specific the-

mes. In this study, three themes have been identified: firstly,

spirit of patriotism (among secondary school students in Ma-

laysia); secondly, the impacts of spirit of patriotism on culture

development (of secondary school students); and thirdly, the

impacts of spirit of patriotism on curriculum implementation.

After receiving feedbacks from questionnaires of Delphi

Rounds 2 and 3 then the data is analyzed based on min, median,

and IQR. Projection on the occurrence years (the experts’ levels

of agreements) is based on the following median scores: 1) 4.5 -

5 = 2009-2013; 2) 3.5 - 4 = 2014-2018; 3) 2.5 - 3.49 =

2019-2023; and 4) 1.5 - 2.49 = after 20 years. The item’s me-

dian is 3.5 to 4 when spirits of patriotism have an effect on

secondary school students in Malaysia are between years of

2009 to 2013 (within the next 6 to 10 years). The spirits of pa-

triotism has an effect on students are between years of 2014 to

2018 (within the next 11 to 15 years) when the item’s median is

2.5 to 3.49. When the item’s median is 1.5 to 2.49 means the

years of spirits of patriotism have an effect on students are be-

tween years of 2019 to 2023 (within the next 16 to 20 years);

and when the item’s median is 1 to 1.49 means the years of

spirits of patriotism have an effect on students are after 20 years.

Similar scores are used to select the years of the impacts of

spirit of patriotism on students’ culture development; and also

the impacts of students’ spirit of patriotism on curriculum im-

plementation in Malaysia.

Data Analysis

Data analysis is conducted using Qualitative Approach for

Delphi Round 1 and Quantitative Approach for Delphi Rounds

2 and 3. This data analysis shows the experts’ projection years

for the effect of patriotism on secondary school students in

Malaysia. This data analysis is utilized to answer the following

research questions: The first: What are the experts’ projections

on patriotism among secondary school students in Malaysia?

The second: What are the experts’ projections on the impacts

patriotism on secondary school students’ culture development

in Malaysia? And the third: What are the experts’ projections

on the impacts of patriotism on curriculum implementation in

Malaysia?

Item Consensus

The calculation of IQR is used to fix the relationships be-

tween each item and each expert that leads to the interpretation

on the consensus of each item. The stages of consensus are

fixed based on IQR as follows: 1) High consensus = IQR is 0 to

1; 2) Moderate consensus = IQR is 1.01 to 1.99; and 3) Without

consensus = IQR is 2.0 and above.

Item Arrangement

The data is analyzed to arrange certain items according to the

arrangement based on the consensus’ attainment and the years

of projection. The item’s arrangement is based on the item’s

earned median score of Likert’s 4-point scale rates. The item is

considered high when its median score is 4 while it is consid-

ered the lowest when its median score is 1. Thus, it should be

noted that in the analyzed data, the items are not arranged ac-

cording to normal numerical arrangement; instead, it is based

on the earned median score.

Statistical Analysis

The Central Tendency measurement is used in the statistical

analysis of this study. Feedbacks from questionnaires of Delphi

Rounds 2 and 3 are analyzed using Frequency of Central Ten-

dency to calculate its median and IQR. According to Martino

(1973) the median is the most accurate statistical approach to

show the group views and it is also capable of showing each

particular view of the expert. In fact, it is recognized that IQR is

the most accurate calculation compared to min in showing the

relationships between each expert and each item. The following

discussed data shows responses of ten national secondary

school history-expert teachers. The data is analyzed using the

Central Tendency measurement: median and IQR.

Analysis of Delphi Round 1

The panel of experts is interviewed in Delphi Round 1 to

gain their views on patriotism among secondary school students

in Malaysia. The researchers analyzed the interviews data based

on the following themes: First, the experts’ projections on spirit

of patriotism among secondary school students in Malaysia;

Second, the impacts of patriotism on secondary school stu-

dents’ culture development in Malaysia; and third, the impacts

of patriotism on curriculum implementation in Malaysia. Feed-

backs from interviews of Delphi Round 1, which are analyzed

for Delphi Round 2, shows the panel of expert have identified

the following: First, 10 items that would spark patriotism

among secondary school students in Malaysia; Second, 10

items on the impacts of patriotism on secondary school stu-

dents’ culture development in Malaysia; and 10 items on the

impacts of spirit of patriotism on curriculum implementation in

Malaysia. The findings of this Round are made as basis to de-

sign the following questionnaires.

Analysis of Delphi Round 2

The analysis of Delphi Round 2, the experts’ answers of

Delphi Round 1 and questionnaires of Delphi Round 2 are cir-

culated to the panel of experts. In this Round, the scores of

median and IQR are shown to the experts with the purpose that

each one of them could change answer or maintain her/his

Round 1 answers. The main purpose of this round is to reach

consensus of the panel of experts. Each expert is requested to

answer the questionnaires on the projection years which are

arranged according to Likert’s 4-points scale: The item’s me-

dian is 3.5 to 4 when patriotism has an effect on secondary

school students in Malaysia are between years of 2009 to 2013

(within the next 5 to 10 years). The patriotism has an effect on

students are between years of 2014 to 2018 (within the next 11

to 15 years) when the item’s median is 2.5 to 3.49. When the

item’s median is 1.5 to 2.49 means the years of patriotism have

an effect on students are between years of 2019 to 2023 (within

the next 16 to 20 years); and when the item’s median is 1 to

1.49 means the years of patriotism have an effect on students

are after 20 years .

The Round is ended with the collection of experts’ answers.

S. SIRAJ ET AL.

1056

The feedbacks of this Round are analyzed using the Frequency

of Central Tendency, which is used to calculate its median and

IQR. This analyzed data would be presented as to answer three

Research Questions. Similarly, all items would be rearranged

based on Projection Year or the experts’ consensus based on

median score. In order to confirm these findings, the question-

naires together with the summation of Delphi Round 2 data

analysis will to be circulated again among the panel of experts

at Delphi Round 3.

Analysis of Delphi Round 3

The similar questionnaires to Delphi Round 2 are circulated

to the panel of experts. After the data is analyzed, the question-

naires of Delphi Round 3, the analysis of median and IQR

analysis and the experts’ previous answers are circulated again

to each expert. In this Round, each expert is given the opportu-

nity to reconsider their answers—either in maintaining their

previous answers or changing them with different ones. The

experts that decided in maintaining their answers were asked to

explain their reasons for their decision. The main goal of this

Round is to attain the highest consensus among the experts. In

this Round, the data is analyzed based on median and IQR. The

findings of this Round are utilized to answer the research ques-

tions. Delphi Round 3 shows the description of the following:

First, patriotism among secondary school students in Malaysia;

Second, the impacts of patriotism on secondary school stu-

dents’ culture development in Malaysia; and third, the impacts

of patriotism on curriculum implementation in Malaysia.

Experts’ projections on spirit of patriotism among secondary

school students in Malaysia are illustrated at Table 1. For Inter

Quartile (IQ), two items, 3 (reduction of ethnic polarization)

and 4 (gap reduction at workplace, living place and education),

obtained a score of 2 indicating that the experts did not reach a

consensus for these items. As for the other items, a high con-

sensus of experts is obtained. In terms of the median, a median

of 4 is obtained for items 1 and 2 (“strengthen the spirit of

unity” and “there is peace and harmony”) while the rest of

items received a median score of 3 indicating that the items.

The former items indicated that the items would be held and

practiced among the students between the years of 2009 to 2013

while the latter items would be held and practiced between the

years of 2015 to 2020.

Experts’ projections on the impact of spirit of patriotism on

secondary school students’ culture developments in Malaysia is

illustrated at Table 2. Seven of the items in Table 2 received an

IQ score of 1 indicating that these items achieved a high level

of experts’ consensus. As for the remaining three items (“ap-

preciate contribution of other group and ethnic”, “stronger

neighborhood spirit” and “fly the Malaysian flag at each ho me ” ) ,

the items did not receive consensus from the expert.

Table 3 shows the experts’ projections on the impact of

spirit of patriotism on curriculum implementation in Malaysia.

Two items, item 1 (more strengthened patriotism aspects) and

item 8 (stresses humanistic element that would be able to break

personal and cultural crises) received an IQ score of 0 indicat-

ing that both items achieved a high level of experts’ consensus.

The remaining items obtained an IQ score of 1 showing that an

average level of experts’ consensus is ach ieved.

Study Finding

The followings are findings of the study:

Study Finding 1

Study findings of the experts’ future-projections on patriot-

ism among secondary school students in Malaysia show: First,

the highest level of experts’ consensus is obtained for 8 out of

10 items *(listed in next paragraph) on their projections on

patriotism among secondary school students in Malaysia. Sec-

ond, all of these eight items received a median score of 3 indi-

cating that these items would be held and practiced by the stu-

dents between the years of 2015 to 2020. Third, the item that

received the highest level of experts’ consensus is item 6 (a

clear national development) with median score of 3 and an IQ

score of 0. Fourth, two items, item 1 (strengthen the spirit of

unity) and item 2 (there is peace a nd harmony), obtained the least

level of experts’ consensus. Fifth, two items that did not obtain

experts’ consensus are item 3 (reduction of ethnic polarization)

Table 1.

Experts’ projections on spirit of p at riotism among secondary school students in Malaysia.

No* Items Ranking Median Projection Year Inter Quartile (IQ)

1 Strengthen the spirit of unity 1.5 4 2009-2013 1

2 There is pe ace and harmony 1.5 4 2009-2013 1

3 Reduction o f ethnic polarizati on 6.5 3 2015-2020 2

4 Gap reduct ion at workp l ace, living place a n d education 6.5 3 2015-2020 2

5 There is a n i nter-racial r elation 6.5 3 2015-2020 1

6 A clear national developm ent 6.5 3 2015-2020 0

7 Celebrat e National Day with full spirit 6.5 3 2015-2020 1

8 Responsibility on sus tainable nat ion prosperities 6.5 3 2015-2020 1

9 Appreciat e the historical figures’ services and contributions 6.5 3 2015-2020 1

10 Total excellent is prod u cing calibe rs leaders 6.5 3 2015-2020 1

Note: *= IQR = Q3 - Q1.

S. SIRAJ ET AL.

Table 2.

Experts’ projections on the impact of spirit of patriotism on secondary school st udents’ culture developments in Malaysia.

No* Item Ranking Median IQ

1 Help each other 6.5 3 1

2 Appreciate contribut ion of other group and ethnic 6.5 3 2

3 Tolerant to the culture of o ther ethnic 1.5 3.5 1

4 Respect the culture of other ethnic 6.5 3 1

5 Celebrate together celebrations of other ethnics 6.5 3 1

6 There is a Malaysian identity 6.5 3 1

7 Dress th at symbo li zes the c ul t ur e of Malaysia 6.5 3 1

8 Stronger neighborhood spirit 6.5 3 2

9 Celebrate National Day as a Malaysian citizen celebration 1.5 3.5 1

10 Fly th e Malaysian flag at each home 6.5 3 2

Note: *= IQR = Q3 - Q1.

Table 3.

Experts’ projections on the im pact of spirit of patriotism on curriculum implementation in Malaysia.

No* Item Ranking Median IQ

1 More strength ened patr iotism asp ects 7 3 0

2 Stresses on nationhood and citizenship 7 3 1

3 Education Philosophy with dynamic and futuristic characters 7 3 1

4 School syllabus is able t o s h ape Knowledge-society, skil l gains, good personal ity and competent

of problem-solving 1.5 3 1

5 Able to strengthen basic human development to assist student to own social and moral vision 7 3 1

6 Aid in decision-ma king and rational and logic decision 1.5 3 1

7 Theories of teaching should utiliz e di scovery-approach, personal development and criticizing 7 3 1

8 Stresses humanistic element that would be able to brea k p ersonal and cultural crises 7 3 0

9 Breeds the brave spiri t of record- breaking f or the nation 7 3 1

10 Reform preparations th at is relevant to changing condition and time without leaving good values3 3 1

Note: * = IQR = Q3 - Q1.

and item 4 (gap reduction at workplace, living place and educa-

tion). These five data analysis facts answered research qu est i on 1 :

“What are the experts’ projections on spirit of patriotism among

secondary school students in Malaysia?” *List of the 8 Items:

Items 1 (Strengthen the spirit of unity), 2 (There is peace and

harmony), 5 (There is an inter-racial relation), 6 (A clear na-

tional development), 7 (Celebrate National Day with full spirit),

8 (Responsibility on sustainable nation prosperities), 9 (Appre-

ciate historical figures’ services and contributions), and 10

(Total excellent is producing calibers leaders).

Study Finding 2

Study findings of the experts’ projections on the impact of

patriotism on secondary school students’ culture developments

in Malaysia are as follows: First, 7 out of 10 items *(listed in

next paragraph) obtained the highest level of experts’ consensus

on the impact of patriotism on secondary school students’ cul-

ture developments in Malaysia. Second, two items, item 3 (tol-

erant to the culture of other ethnic) and item 9 (Celebrate Na-

tional Day as a Malaysian citizen celebration) received the

highest level of consensus of the experts. Third, the experts do

not attain consensus on three items, item 2 (appreciate contri-

bution of other group and ethnic), item 8 (stronger neighbor-

hood spirit), and item 10 (fly the Malaysian flag at each home).

All these three data analysis answers the research question 2:

“What are the experts’ projections on the impacts of spirit of

patriotism on secondary school students’ culture development

in Malaysia?” *List of the 7 Items: Items 1 (Help each other), 3

(Tolerant to the culture of other ethnic), 4 (Respect the culture

of other ethnic), 5 (Celebrate together celebrations of other

ethnics), 6 (There is a Malaysian identity), 7 (Dress that sym-

bolizes the culture of Malaysia), and 9 (Celebrate National Day

as a Malaysian citizen celebration).

S. SIRAJ ET AL.

Study Finding 3

Study findings of the experts’ projections on the impact of

patriotism on curriculum implementation in Malaysia shows

that the experts attain the highest level consensus on all items

*(listed in next paragraph) related to the impact of spirit of

patriotism on curriculum implementation in Malaysia; and two

items (item 1 and 8) attained the highest level of experts’ con-

sensus with the median score of 3 and an IQR score of 0 thus

answering research question 3: “What are the experts’ projec-

tions on the impacts of spirit of patriotism on curriculum im-

plementation in Malaysia?” *List of the 10 Items: Items 1)

(More strengthened patriotism aspects); 2) (Stresses on nation-

hood and citizenship); 3) (Education Philosophy with dynamic

and futuristic characters); 4) (School syllabus is able to shape

Knowledge-society, skill gains, good personality and compe-

tent of problem-solving); 5) (Able to strengthen basic human

development to assist student to own social and moral vision);

6) (Aid in decision-making and rational and logic decision); 7)

(Theories of teaching should utilize discovery-approach, per-

sonal development and criticizing); 8) (Stresses humanistic

element that would be able to break personal and cultural cri-

ses); 9) (Breeds the brave spirit of record-breaking for the na-

tion); and 10) (Reform preparations that is relevant to changing

condition and time without abandoning good values).

Conclusion

First, the experts attained consensus on 8 out of 10 items

(“Strengthen the spirit of unity,” “There is peace and harmony,”

“There is an inter-racial relation,” “A clear national develop-

ment,” “Celebrate National Day with full spirit,” “Responsibil-

ity on sustainable nation prosperities,” “Appreciate historical

figures’ services and contributions” and “Total excellent is

producing calibers leaders”) on their projections on spirit of

patriotism among secondary school students in Malaysia. In

addition, they also agreed that the eight items would be held

and practiced by the students between the years of 2015 to 2020.

Nevertheless, they did not reach consensus on two items (“Re-

duction of ethnic polarization” and “Gap reduction at work-

place and living place and education”) thus answering research

question 1: “What are the experts’ projections on spirit of patri-

otism among secondary school students in Malaysia?”

Secondly, the experts attained consensus on 7 out of 10 items

(“Help each other,” “Tolerant to the culture of other ethnic,”

“Respect the culture of other ethnic,” “Celebrate together cele-

brations of other ethnics,” “There is a Malaysian identity,”

“Dress that symbolizes the culture of Malaysia,” and “Celebrate

National Day as a Malaysian citizen celebration”) on the impact

of patriotism on secondary school students’ culture develop-

ments in Malaysia. However, they did not reach consensus on

three items (“Appreciate contribution of other group and eth-

nic,” “Stronger neighborhood spirit” and “Fly the Malaysian

flag at each home”) thus answering research question 2: “What

are the experts’ projections on the impacts of spirit of patriot-

ism on secondary school students’ culture development in Ma-

laysia?”

Thirdly, the experts attained consensus on all ten items

(“More strengthened patriotism aspects,” “Stresses on nation-

hood and citizenship,” “Education Philosophy with dynamic

and futuristic characters,” “School syllabus is able to shape

Knowledge-society, skill gains, good personality and compe-

tent of problem-solving,” “Able to strengthen basic human

development to assist student to own social and moral vision,”

“Aid in decision-making and rational and logic decision,”

“Theories of teaching should utilize discovery-approach, per-

sonal development and criticizing,” “Stresses humanistic ele-

ment that would be able to break personal and cultural crises,”

“Breeds the brave spirit of record-breaking for the nation” and

“Reform preparations that is relevant to changing condition and

time without abandoning good values”) on the impact of patri-

otism on curriculum implementation in Malaysia thus answer-

ing research question 3: “What are the experts’ projections on

the impacts of spirit of patriotism on curriculum implementa-

tion in Malaysia?”

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