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Research Proposal : Teachers' Perceptions on Pupils' Oral Skill Assessment In Rural Primary School

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Research proposal presentations

  1. 1. EDU 702 RESEARCH METHODS IN EDUCATION RESEARCH PROPOSAL: TEACHER’S PERCEPTION ON ASSESING PUPIL’S ORAL SKILL (READING ALOUD) IN RURAL PRIMARY SCHOOL. NOORHANANI BT MAMAT @ MUHAMMAD (2012599003)
  2. 2. CHAPTER 1: INTRODUCTION
  3. 3. BACKGROUND OF THE STUDY  Reading aloud  A planned oral reading of a book or printed literary composition, 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 and reporting information about a child’s progress and achievement in developing knowledge skills and attitudes” (NCCA, 1990)  The importance of reading aloud assessment  Ensure the comprehension  Measure a student's 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 not assess pupils enough in oral skill especially in reading aloud.  They just give mark to pupils without assessing it.  Teacher have indicated negative feelings towards the school-based oral English assessment(Weir, 1994)  Time consuming.
  6. 6. RESEARCH OBJECTIVES  To investigate teachers’ perception on assessing pupils oral skill proficiency in reading aloud in rural primary school.  To identify differences of teachers’ perception on assessing pupils oral skill proficiency in reading aloud in rural primary school in terms of teachers’ years of teaching experiences and level of educations.  To explore factors that contributes to teachers’ perception on assessing pupils’ oral skill proficiency in reading aloud in rural primary school.
  7. 7. RESEARCH QUESTIONS  What are teachers’ perceptions toward assessing pupils’ oral skill proficiency in reading aloud in rural primary school?  Are there any differences in teachers’ perceptions toward reading aloud assessment between teacher with less than five years teaching experiences and teacher with more than five years teaching experiences?  Are there any differences in teachers’ perceptions toward reading aloud assessment between teacher with different level of education (Diplomas, Degrees and Master)?  What are the factors that contribute to teachers’ perception assessing pupils’ 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
  11. 11. CHAPTER 2 : LITERATURE REVIEWS
  12. 12. LITERATURE REVIEWS  Perceptions On Reading Aloud  Perceptions On Assessment  Reading Aloud In Oral Assessment  Oral Assessment In Rural Primary School
  13. 13. CHAPTER 3: RESEARCH METHODOLOGY
  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) and their 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 of education  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 manner regarding 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 with the findings with other data sources.
  20. 20. Q & A Thank you for your attention…

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