My research proposal.ppt


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My research proposal.ppt

  3. 3. BACKGROUND OF THE STUDY Reading aloud A planned oral reading of a book or printed literarycomposition, usually related to a theme or topic of the learnt lesson(The Elementary Science Integrations Projects, 2010). Important Engage the student listener while developing background knowledge, Increasing comprehension skills, Fostering critical thinking.
  4. 4. BACKGROUND OF THE STUDY “Assessment is the process of gathering, recording, interpreting, using andreporting information about a child’s progress and achievement in developingknowledge skills and attitudes” (NCCA, 1990) The importance of reading aloud assessment Ensure the comprehension Measure a students strengths and weakness in pronunciation Confirm whether that student is gifted Help students to find out about their weaknesses
  5. 5. PROBLEM STATEMENTS Issues of assessing the reading aloud skill, Many of the teachers in rural primary school did notassess pupils enough in oral skill especially in readingaloud. They just give mark to pupils without assessing it. Teacher have indicated negative feelings towards theschool-based oral English assessment(Weir, 1994) Time consuming.
  6. 6. RESEARCH OBJECTIVES To investigate teachers’ perception on assessing pupils oral skillproficiency in reading aloud in rural primary school. To identify differences of teachers’ perception on assessingpupils oral skill proficiency in reading aloud in rural primaryschool in terms of teachers’ years of teaching experiences andlevel of educations. To explore factors that contributes to teachers’ perception onassessing pupils’ oral skill proficiency in reading aloud in ruralprimary school.
  7. 7. RESEARCH QUESTIONS What are teachers’ perceptions toward assessing pupils’ oral skillproficiency in reading aloud in rural primary school? Are there any differences in teachers’ perceptions toward reading aloudassessment between teacher with less than five years teaching experiencesand teacher with more than five years teaching experiences? Are there any differences in teachers’ perceptions toward reading aloudassessment between teacher with different level of education(Diplomas, Degrees and Master)? What are the factors that contribute to teachers’ perception assessingpupils’ oral skill proficiency in reading aloud in rural primary school?
  8. 8. SIGNIFICANTS OF THE STUDY Important to find out Whether teaching experience and level of education affect oral skill assessment Teachers’ awareness of the problem Other contributed factors The solutions Benefited Teachers, Students and Ministry of Education (Districts/ State Education Officer)
  9. 9. LIMITATIONS OF THE STUDY Limitation in time and cost Study will be conducted in District Besut, Terengganu only Inadequate of English-option teacher Difficulties in contributing the questionnaires Samples’ readiness in participating
  10. 10. OPERATIONAL DEFINITIONS Oral skill Reading aloud Assessment Educational Assessment Perception
  12. 12. LITERATURE REVIEWS Perceptions On Reading Aloud Perceptions On Assessment Reading Aloud In Oral Assessment Oral Assessment In Rural Primary School
  14. 14. RESEARCH DESIGN Descriptive case study Mixed Method Quantitative Method Design Information on the background of the samples; teachers’experiences of teaching (< 5 years, 5 years or > 5 years) andtheir level of education (diploma, degree or master) Qualitative Method Design Information on teachers’ perspective
  15. 15. POPULATION AND SAMPLING Quantitative Cluster Random Sampling 80-120 samples from 30 primary school in Besut District, Terengganu Option-English teachers Qualitative Purposive sampling 12 samples Criteria- teaching experience (>5 years, 5 years, > 5 years) and level of teachers’education (Diploma, Degree, Masters)
  16. 16. INSTRUMENTATIONS Quantitative data Questionnaire Form The participants’ (teacher) background on its years of teaching experience and their level ofeducation Frequency on conducting the oral skill assessment and other skills’ assessment Qualitative data Interview Views, the experience, belief and/or motivation of the participants in specific mannerregarding to their perspective on assessing oral skills especially in reading aloud
  17. 17. VALIDITY AND RELIABILITY Criterion-Related Validity. Concurrent validity Inter-rater reliability
  18. 18. DATA COLLECTION Questionnaire Form Submit to 30 school to get 80-120 samples Will be collected in fortnight With permission from the School Head of English Panitia Interview 12 samples in separate interview 15-20 minutes Semi-structured questions- Recorded by audio recorder tools
  19. 19. DATA ANALYSIS Quantitative data Compile the data on an Excel spreadsheet and SPSS. Interpret the data on answering each questions. Draw conclusions Qualitative Data Constant comparative method Use critical thinking to synthesize the data Examine the interviews for the teachers’ insights Utilize the data from the interviews to corroborate withthe findings with other data sources.
  20. 20. Q & AThank youfor yourattention…