The document summarizes a study that examined the concerns of 40 Malaysian English teachers regarding the implementation of a new school-based assessment (SBA) system in Malaysian public schools. The study utilized a revised Stages of Concern Questionnaire (SoCQ) to assess teachers' levels of concern across five stages: indifference, informational-personal, management, consequence-collaboration, and refocusing. Results indicated that teachers' concerns were multidimensional and varied depending on their experience with SBA, with those having less experience showing higher levels of concern in the early stages and those with more experience demonstrating higher levels of concern in later stages related to implementation tasks and student impacts. The findings provide insights into teacher training needs to help
The document summarizes a study that examined Malaysian English teachers' concerns regarding the implementation of school-based assessment using a revised Stages of Concern Questionnaire. The study surveyed 40 English teachers and found:
1) Teachers' concerns were multidimensional and varied in intensity depending on their experience with school-based assessment.
2) Teachers with less experience had more intense self and task concerns, while more experienced teachers had more intense impact concerns.
3) The questionnaire was found to reliably measure teachers' concerns across 5 stages: indifference, informational-personal, management, consequence-collaboration, and refocusing.
This document summarizes a study on the benefits of school-based assessment (SBA) as seen from the perspectives of three Chinese language teachers in Malaysia. The teachers were interviewed about their experiences with SBA, which was recently implemented as part of Malaysia's education reform efforts. The teachers expressed positive views of SBA and saw benefits for both teachers and students. However, they also acknowledged weaknesses that need improvement. For SBA to be successful, teachers need creative teaching strategies and varied assessment methods tailored to students' learning outcomes. Further research is still needed to ensure full successful implementation of SBA.
The Classroom Social Environment: A Case Study on Engineering Technology Stud...inventionjournals
The document discusses a case study examining engineering technology students' perceptions of their mathematics lecturers' promotion of performance goals and support for a positive classroom social environment. A survey of 177 students found they perceived lecturers as generally supportive but not consistently promoting performance goals. While lecturer support was seen positively, the study concluded perceptions of performance goal promotion were mixed and lecturers also emphasized learning goals.
Factors influencing academic achievement in quantitative courses among busine...Alexander Decker
This document summarizes a study that examined factors influencing the academic achievement of business students in quantitative courses at private higher education institutions in South Africa. A questionnaire was administered to 119 students to understand how lecturer competence, teaching methods, quality of learning materials, minimum admission criteria, and mathematics aptitude impacted their performance. The results of the analysis found that lecturer competence, teaching methods, and quality of learning materials had a significant positive influence on students' academic achievement, while mathematics aptitude and minimum admission criteria did not significantly influence achievement.
THE IMPACT OF SIMULATION ON TEACHING EFFECTIVENESS AND STUDENT LEARNING PERFO...IJITE
Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning Performance In The University Context. The Study Was Important Since It Highlighted How Different Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires. Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing. The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their Classroom Outcomes.
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
THE IMPACT OF SIMULATION ON TEACHING EFFECTIVENESS AND STUDENT LEARNING PERFO...IJITE
Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning Performance In The University Context. The Study Was Important Since It Highlighted How Different Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires. Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing. The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their Classroom Outcomes.
Attitude of lecturers towards student’s evaluation of their teaching effectiv...Alexander Decker
This document discusses a study on lecturers' attitudes toward student evaluations of teaching effectiveness in Nigerian universities. The study surveyed 490 lecturers across disciplines and universities in southern Nigeria. Key findings include:
1) Most lecturers (66%) had a positive attitude toward student evaluations, while 34% had a negative attitude.
2) Gender and age significantly influenced attitudes, with differences found between male and female lecturers and younger and older lecturers.
3) Professional status and discipline did not significantly impact attitudes.
4) Teaching experience did significantly influence attitudes, with more experienced lecturers having more negative views of student evaluations.
The study concludes that while most Nigerian lecturers support the concept
The document summarizes a study that examined Malaysian English teachers' concerns regarding the implementation of school-based assessment using a revised Stages of Concern Questionnaire. The study surveyed 40 English teachers and found:
1) Teachers' concerns were multidimensional and varied in intensity depending on their experience with school-based assessment.
2) Teachers with less experience had more intense self and task concerns, while more experienced teachers had more intense impact concerns.
3) The questionnaire was found to reliably measure teachers' concerns across 5 stages: indifference, informational-personal, management, consequence-collaboration, and refocusing.
This document summarizes a study on the benefits of school-based assessment (SBA) as seen from the perspectives of three Chinese language teachers in Malaysia. The teachers were interviewed about their experiences with SBA, which was recently implemented as part of Malaysia's education reform efforts. The teachers expressed positive views of SBA and saw benefits for both teachers and students. However, they also acknowledged weaknesses that need improvement. For SBA to be successful, teachers need creative teaching strategies and varied assessment methods tailored to students' learning outcomes. Further research is still needed to ensure full successful implementation of SBA.
The Classroom Social Environment: A Case Study on Engineering Technology Stud...inventionjournals
The document discusses a case study examining engineering technology students' perceptions of their mathematics lecturers' promotion of performance goals and support for a positive classroom social environment. A survey of 177 students found they perceived lecturers as generally supportive but not consistently promoting performance goals. While lecturer support was seen positively, the study concluded perceptions of performance goal promotion were mixed and lecturers also emphasized learning goals.
Factors influencing academic achievement in quantitative courses among busine...Alexander Decker
This document summarizes a study that examined factors influencing the academic achievement of business students in quantitative courses at private higher education institutions in South Africa. A questionnaire was administered to 119 students to understand how lecturer competence, teaching methods, quality of learning materials, minimum admission criteria, and mathematics aptitude impacted their performance. The results of the analysis found that lecturer competence, teaching methods, and quality of learning materials had a significant positive influence on students' academic achievement, while mathematics aptitude and minimum admission criteria did not significantly influence achievement.
THE IMPACT OF SIMULATION ON TEACHING EFFECTIVENESS AND STUDENT LEARNING PERFO...IJITE
Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning Performance In The University Context. The Study Was Important Since It Highlighted How Different Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires. Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing. The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their Classroom Outcomes.
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
THE IMPACT OF SIMULATION ON TEACHING EFFECTIVENESS AND STUDENT LEARNING PERFO...IJITE
Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning Performance In The University Context. The Study Was Important Since It Highlighted How Different Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires. Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing. The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their Classroom Outcomes.
Attitude of lecturers towards student’s evaluation of their teaching effectiv...Alexander Decker
This document discusses a study on lecturers' attitudes toward student evaluations of teaching effectiveness in Nigerian universities. The study surveyed 490 lecturers across disciplines and universities in southern Nigeria. Key findings include:
1) Most lecturers (66%) had a positive attitude toward student evaluations, while 34% had a negative attitude.
2) Gender and age significantly influenced attitudes, with differences found between male and female lecturers and younger and older lecturers.
3) Professional status and discipline did not significantly impact attitudes.
4) Teaching experience did significantly influence attitudes, with more experienced lecturers having more negative views of student evaluations.
The study concludes that while most Nigerian lecturers support the concept
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document discusses using Kotter's eight-step model for change leadership to create a culture of assessment in academic libraries. Kotter's model provides a structured approach for building a culture of assessment through behavioral changes even without full organizational support. The model involves establishing a sense of urgency, forming a guiding coalition, developing a vision and strategy, communicating the change vision, empowering broad-based action, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. While challenging, following this model can help embed assessment as a valued practice and part of decision making.
IRJET- Relationship between Achievement in Advanced Educational Psychology an...IRJET Journal
This study examined the relationship between achievement in advanced educational psychology and self-regulated learning among prospective teachers. A pre-test post-test design was used to evaluate the impact of an e-content module on growth, development and learning. Samples of 30 prospective teachers learning in Tamil and 30 in English participated. Results showed a significant difference between pre-test and post-test scores, indicating the e-content was effective. There was also a substantial positive relationship found between achievement and self-regulated learning. The study concluded the e-content module improved achievement and self-regulated learning is important for prospective teachers.
Effectiveness of Division Wheel in Basic Mathematics Operation Case Study: Pr...iosrjce
Mathematics is important in everyday life. Mathematics involve with the concept of addition,
subtraction, multiplication, and division. Advance topic in mathematics may cause students to experience
difficulty catching up with the syllabus, especially as a majority primary students are not able to understand
basic concept of division. Therefore, this research study has been conducted to determine the effectiveness of
‘division wheel’ in mathematics division operations. The target for sample size is 400 respondents involving
only standard five in between excellent, moderate and poor classes. This research study involves a
questionnaire using the Likert scale, while the analysis used is descriptive analysis. A test will be carry out
before (pre-test) and after (post-test) teaching method using ‘division wheel’. Pre-test analysis shows majority
male respondents have poor achievement, while female respondents have moderate achievement. After applied
the ‘division wheel’, there are increasing numbers for excellent and moderate achievement for male respondents
and excellent for female respondents after taking post-test. Questionnaire results shows that the majority of
students prefer to use ‘division wheel’ as concrete material in learning process. ‘Division wheel’ had helps
students understand the concept of basic division operation and confident to answer question properly without
teacher’s help. Students start to love doing mathematics especially divide questions. In conclusion, the ‘division
wheel’has become a new method in mastering the concept of division.
The Use of Open Educational Resources by Adult Learning Professionals - A Sys...DenisaCentea
The document summarizes the results of a systematic literature review on the use of open educational resources (OER) by adult education professionals. The review found that adult learning has the lowest level of OER development compared to other sectors. Barriers to OER use in adult education identified in the literature include a lack of understanding about technology among teachers, a lack of institutional support, and issues with OER quality and skills/time of practitioners. Experimental practice by educators and changes in beliefs, knowledge, and institutional culture were found to support greater adoption of open education practices.
Over schooling and secondary school teachers’ job performance in nigeria.Alexander Decker
This document summarizes a study on the impact of over-schooling on teachers' job performance at the secondary school level in Nigeria. Some key findings of the study include:
1) There was no significant difference found between principals and teachers in their assessment of the commitment of teachers with higher degrees to teaching responsibilities like attending class and submitting lesson plans.
2) There was a significant difference found between principals and teachers in their assessment of participation of teachers with higher degrees in extra-curricular school activities, with principals rating their participation as higher.
3) The study concluded that while over-schooled teachers were committed to core teaching duties, they were less interested in other school activities and felt their
This paper discusses the relationship between issues faced by teachers in theimplementation ofSchool Based Assessment (SBA) and Teacher Silence among secondary school teachers in Kuala Langat District. It tries to link previous research on problems faced by teachers when implementing the SBA, and a concept which is prevalent among employees outside the Education field, known as Employee Silence. As Employee Silence is a concept that had been studied outside the Education field, this study hopes to observe if such a behaviour is also prevalent among teachers.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
factors affecting boarding,non-boarding and transient boarding education stud...rica mahinay
This study examines factors that affect the academic performance of boarding, non-boarding, and transient boarding teacher education students. It investigates the demographic profiles and factors like parental influence, time management, health, peers, and distractions. The study aims to determine if there are significant differences in the extent of factors between student groups and their academic performance. Respondents were 297 students from Central Philippines State University in the 2012-2013 academic year, comprising 190 boarding students, 99 non-boarding students, and 8 transient boarding students.
No nation whether developed or developing countries can rise above the level of its education without giving adequate consideration for its Human and Material resources in terms of curriculum to be used. One of the Basic qualities of a curriculum is dynamism. This implies that a good curriculum is never static rather it changes along with changes in societal needs and aspirations, political and economic factors. For example in Nigeria the educational system has witnessed some changes in Content, Context and Structure (9-3-4 educational systems). Like most of the countries in the world, the changes have come as result of the growing awareness of the need to develop technologically, socially, and economically.
This study seeks to investigate fluctuations in motivation among English teachers at the University of Quintana Roo (UQROO) through a case study approach. Semi-structured interviews will be conducted with three female English teachers to answer the research questions: how does motivation to teach English vary over time, and what factors influence this motivation? The interviews will explore five areas that could impact motivation: students, work environment, economic benefits, teaching activities, and subject taught. The results may help identify motivational and demotivational factors present at different stages of these teachers' careers.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
In this study, an assistant refers to a person who helps the teacher in the classroom but does not have
full teaching responsibilities.
Blended Learning: Refers to a hybrid of face-to-face and online learning where a portion of the content is
delivered online and students have some control over time, place, path and/or pace of their learning.
Communication Skills: Refers to the ability to effectively convey information through the use of verbal and
non-verbal means. It includes listening, speaking, reading and writing.
Online Quizzes: Refers to assessment activities designed to evaluate students’ mastery of lessons delivered
through the internet.
Online Games: Refers to interactive activities
Immersive virtual reality may help reduce foreign language speaking anxiety in EFL learners. The study used a 2x2 factorial design with 140 students assigned to groups that received a speaking intervention either through immersive VR or a traditional classroom, and with lessons based on either situated learning theory or a traditional approach. Questionnaires and speaking tests before and after the interventions showed VR and situated learning reduced self-reported speaking anxiety more than the traditional methods. Student feedback also indicated VR created a low-pressure environment that improved willingness to communicate and language skills.
This document describes a study that investigated the impact of a science methods course enhanced by the TPACK-IDDIRR model on developing pre-service science teachers' quality of technology integration. 57 pre-service teachers enrolled in the 12-week course, where they were taught science teaching methods and how to effectively integrate technology. Participants created lesson plans, which were evaluated before and after receiving feedback. Results showed that technology integration quality significantly improved across different teaching methods after the training, as measured by increased scores on a technology integration rubric. The study concluded that actively experiencing technology integration in different contexts through a TPACK-focused course is effective for developing pre-service teachers' TPACK abilities and designing technology-enhanced lessons.
The document discusses differing perspectives on language acquisition in children. It describes Noam Chomsky's view that children have an innate Language Acquisition Device that allows them to abstract the rules of language from imperfect adult speech. In contrast, other researchers emphasize the importance of interaction and communication in acquiring language appropriately based on social contexts. The document also outlines key stages of language development in children from ages 3 to 5 where they gain complex sentence structures and grammar.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document discusses using Kotter's eight-step model for change leadership to create a culture of assessment in academic libraries. Kotter's model provides a structured approach for building a culture of assessment through behavioral changes even without full organizational support. The model involves establishing a sense of urgency, forming a guiding coalition, developing a vision and strategy, communicating the change vision, empowering broad-based action, generating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the culture. While challenging, following this model can help embed assessment as a valued practice and part of decision making.
IRJET- Relationship between Achievement in Advanced Educational Psychology an...IRJET Journal
This study examined the relationship between achievement in advanced educational psychology and self-regulated learning among prospective teachers. A pre-test post-test design was used to evaluate the impact of an e-content module on growth, development and learning. Samples of 30 prospective teachers learning in Tamil and 30 in English participated. Results showed a significant difference between pre-test and post-test scores, indicating the e-content was effective. There was also a substantial positive relationship found between achievement and self-regulated learning. The study concluded the e-content module improved achievement and self-regulated learning is important for prospective teachers.
Effectiveness of Division Wheel in Basic Mathematics Operation Case Study: Pr...iosrjce
Mathematics is important in everyday life. Mathematics involve with the concept of addition,
subtraction, multiplication, and division. Advance topic in mathematics may cause students to experience
difficulty catching up with the syllabus, especially as a majority primary students are not able to understand
basic concept of division. Therefore, this research study has been conducted to determine the effectiveness of
‘division wheel’ in mathematics division operations. The target for sample size is 400 respondents involving
only standard five in between excellent, moderate and poor classes. This research study involves a
questionnaire using the Likert scale, while the analysis used is descriptive analysis. A test will be carry out
before (pre-test) and after (post-test) teaching method using ‘division wheel’. Pre-test analysis shows majority
male respondents have poor achievement, while female respondents have moderate achievement. After applied
the ‘division wheel’, there are increasing numbers for excellent and moderate achievement for male respondents
and excellent for female respondents after taking post-test. Questionnaire results shows that the majority of
students prefer to use ‘division wheel’ as concrete material in learning process. ‘Division wheel’ had helps
students understand the concept of basic division operation and confident to answer question properly without
teacher’s help. Students start to love doing mathematics especially divide questions. In conclusion, the ‘division
wheel’has become a new method in mastering the concept of division.
The Use of Open Educational Resources by Adult Learning Professionals - A Sys...DenisaCentea
The document summarizes the results of a systematic literature review on the use of open educational resources (OER) by adult education professionals. The review found that adult learning has the lowest level of OER development compared to other sectors. Barriers to OER use in adult education identified in the literature include a lack of understanding about technology among teachers, a lack of institutional support, and issues with OER quality and skills/time of practitioners. Experimental practice by educators and changes in beliefs, knowledge, and institutional culture were found to support greater adoption of open education practices.
Over schooling and secondary school teachers’ job performance in nigeria.Alexander Decker
This document summarizes a study on the impact of over-schooling on teachers' job performance at the secondary school level in Nigeria. Some key findings of the study include:
1) There was no significant difference found between principals and teachers in their assessment of the commitment of teachers with higher degrees to teaching responsibilities like attending class and submitting lesson plans.
2) There was a significant difference found between principals and teachers in their assessment of participation of teachers with higher degrees in extra-curricular school activities, with principals rating their participation as higher.
3) The study concluded that while over-schooled teachers were committed to core teaching duties, they were less interested in other school activities and felt their
This paper discusses the relationship between issues faced by teachers in theimplementation ofSchool Based Assessment (SBA) and Teacher Silence among secondary school teachers in Kuala Langat District. It tries to link previous research on problems faced by teachers when implementing the SBA, and a concept which is prevalent among employees outside the Education field, known as Employee Silence. As Employee Silence is a concept that had been studied outside the Education field, this study hopes to observe if such a behaviour is also prevalent among teachers.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
factors affecting boarding,non-boarding and transient boarding education stud...rica mahinay
This study examines factors that affect the academic performance of boarding, non-boarding, and transient boarding teacher education students. It investigates the demographic profiles and factors like parental influence, time management, health, peers, and distractions. The study aims to determine if there are significant differences in the extent of factors between student groups and their academic performance. Respondents were 297 students from Central Philippines State University in the 2012-2013 academic year, comprising 190 boarding students, 99 non-boarding students, and 8 transient boarding students.
No nation whether developed or developing countries can rise above the level of its education without giving adequate consideration for its Human and Material resources in terms of curriculum to be used. One of the Basic qualities of a curriculum is dynamism. This implies that a good curriculum is never static rather it changes along with changes in societal needs and aspirations, political and economic factors. For example in Nigeria the educational system has witnessed some changes in Content, Context and Structure (9-3-4 educational systems). Like most of the countries in the world, the changes have come as result of the growing awareness of the need to develop technologically, socially, and economically.
This study seeks to investigate fluctuations in motivation among English teachers at the University of Quintana Roo (UQROO) through a case study approach. Semi-structured interviews will be conducted with three female English teachers to answer the research questions: how does motivation to teach English vary over time, and what factors influence this motivation? The interviews will explore five areas that could impact motivation: students, work environment, economic benefits, teaching activities, and subject taught. The results may help identify motivational and demotivational factors present at different stages of these teachers' careers.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
In this study, an assistant refers to a person who helps the teacher in the classroom but does not have
full teaching responsibilities.
Blended Learning: Refers to a hybrid of face-to-face and online learning where a portion of the content is
delivered online and students have some control over time, place, path and/or pace of their learning.
Communication Skills: Refers to the ability to effectively convey information through the use of verbal and
non-verbal means. It includes listening, speaking, reading and writing.
Online Quizzes: Refers to assessment activities designed to evaluate students’ mastery of lessons delivered
through the internet.
Online Games: Refers to interactive activities
Immersive virtual reality may help reduce foreign language speaking anxiety in EFL learners. The study used a 2x2 factorial design with 140 students assigned to groups that received a speaking intervention either through immersive VR or a traditional classroom, and with lessons based on either situated learning theory or a traditional approach. Questionnaires and speaking tests before and after the interventions showed VR and situated learning reduced self-reported speaking anxiety more than the traditional methods. Student feedback also indicated VR created a low-pressure environment that improved willingness to communicate and language skills.
This document describes a study that investigated the impact of a science methods course enhanced by the TPACK-IDDIRR model on developing pre-service science teachers' quality of technology integration. 57 pre-service teachers enrolled in the 12-week course, where they were taught science teaching methods and how to effectively integrate technology. Participants created lesson plans, which were evaluated before and after receiving feedback. Results showed that technology integration quality significantly improved across different teaching methods after the training, as measured by increased scores on a technology integration rubric. The study concluded that actively experiencing technology integration in different contexts through a TPACK-focused course is effective for developing pre-service teachers' TPACK abilities and designing technology-enhanced lessons.
The document discusses differing perspectives on language acquisition in children. It describes Noam Chomsky's view that children have an innate Language Acquisition Device that allows them to abstract the rules of language from imperfect adult speech. In contrast, other researchers emphasize the importance of interaction and communication in acquiring language appropriately based on social contexts. The document also outlines key stages of language development in children from ages 3 to 5 where they gain complex sentence structures and grammar.
This document summarizes a study on teachers' perceptions of implementing School-Based Assessment (SBA) in Malaysian schools. The study collected data from 50 teachers using a 21-question questionnaire to understand their views on SBA training and classroom implementation. Key findings include:
1) Teachers generally had a positive perception of SBA, though felt training could be improved. The average response was 3.06 on a 4-point scale.
2) Training modules were seen as most useful, but teachers felt training duration was insufficient.
3) There were no significant differences found between ethnic groups in their perceptions of SBA.
The study aims to provide feedback to help education authorities improve SBA training for teachers
This document discusses the relationship between teachers' academic self-efficacy and other factors such as academic locus of control, tendencies toward academic dishonesty, and test anxiety levels. It reviews previous literature that has examined the effects of these factors on academic self-efficacy. The study aims to test the relationships between these variables and determine the explanatory ratios between them using structural equation modeling. It surveys 256 teacher candidates to measure their levels on scales of academic self-efficacy, locus of control, tendencies toward dishonesty, and test anxiety.
This document summarizes several popular tourist destinations in Bali, Indonesia. It describes Uluwatu temple located on a cliff above the ocean famous for sunsets. It also mentions Bedugul plateau known for its nature, lakes, and cool climate. Tanah Lot temple near the ocean is very crowded especially at sunset. Kintamani offers views of rural areas and a lake surrounded by hills. Ubud offers culture and views amongst rice paddies, providing a peaceful escape.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses a study conducted on students at Malacca Matriculation College regarding the popular Korean variety show Running Man. The study collected data through surveys to understand how popular Running Man is among the students, how much time they spend watching it, whether it influences their daily lives and personalities. Key findings included that most students watch Running Man and enjoy characters like Kim Jong Kook for their humor and attitudes. However, excessive watching was linked to unhealthy habits like sleeping late and lack of exercise. The conclusion calls for balance and moderation in enjoying the show.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses strategies for promoting oral language development in French as a Second Language (FSL) classrooms. It emphasizes the importance of using French as the primary language of instruction and interaction to provide students with opportunities to communicate authentically. Some key strategies recommended include establishing a safe and caring classroom environment, explicitly teaching language learning strategies to students, incorporating varied oral activities, and modeling correct French. The goal is to help students gain confidence in communicating through French.
This document discusses a study that examined the implementation of School-based Oral English Assessment (SBOEA) by English teachers in rural secondary schools in Sabah, Malaysia. The study had several objectives: 1) To examine differences in implementation based on teacher demographics; 2) To investigate teacher familiarity with SBOEA content, objectives, and guidelines; 3) To understand teacher perceptions of SBOEA; and 4) To identify relationships between implementation and influencing factors. A questionnaire was administered to 56 English teachers across 14 rural secondary schools. The results found no significant differences based on demographics, teachers had positive perceptions of SBOEA, and implementation was positively correlated with influencing factors like content, objectives, and guidelines.
This research report examines oral language development in early childhood and primary education from ages 3 to 8. It provides an overview of current theoretical perspectives on language development and outlines a continuum of language development. Some key points:
- Oral language is emphasized in the primary school curriculum but teachers initially struggled with implementation due to an unclear framework. Alignment between curriculum, assessment, and frameworks for different age groups and contexts is important.
- Theoretical perspectives view language development as an interaction between biological/cognitive and environmental/social factors. Individual differences exist, and atypical development reflects variations in typical development.
- Children progress through interpersonal, ideational, and textual "modes of meaning" in language. Progression within
1) The document discusses a study on the concerns of English teachers in Malaysian schools regarding the implementation of a new school-based assessment system to replace public examinations.
2) A survey was conducted of 40 English teachers, using a questionnaire to assess their levels of concern according to five categories: indifference, informational-personal, management, consequence-collaboration, and refocusing.
3) The findings indicated that the teachers had various concerns regarding the innovation, and that their concerns were multidimensional depending on their experience with the new assessment system.
This study examines Swedish upper secondary school principals' perceptions of the importance and performance of school-based management tasks and instructional leadership tasks. The literature review discusses how school-based management has decentralized decision-making to schools but increased principals' administrative workloads in other countries, leaving less time for instructional leadership. Instructional leadership aims to improve teaching and learning through activities like setting school goals and evaluating instruction. The study maps Swedish principals' ratings of the importance and their performance of financial, problem-solving, and instructional leadership tasks to provide insight into how school-based management and instructional leadership are working in Sweden.
FORMATIVE ASSESSMENT PRACTICES IN THE MALAYSIAN ENGLISH LANGUAGE PRIMARY CLAS...indexPub
The CEFR-aligned Malaysian English language curriculum prioritises English language teachers’ incorporation of formative assessment (FA) practices in primary schools. Nevertheless, studies on FA practices remain lacking despite much research on internalising the curriculum implications on classroom practices. This study aimed to examine primary English language teachers’ FA practices to better comprehend the degree to which the new curriculum is implemented in class. The FA practices of three teachers from various schools were assessed through interview sessions. Resultantly, discrepancies in how teachers internalise FA were identified. Large class sizes, insufficient time, heavy syllabus and timetable load, mixed learner abilities, incomprehensive assessment handbook, unsupportive parent attitudes, and inadequate assessment training. The findings have implications for improving the quality of in-service training of teachers, and the effective implementation of FA practices in the classroom to improve the delivery of English language lessons.
1) The study investigated the washback effect of the Malaysian University English Test (MUET) on students' and teachers' perceptions of English language learning and teaching.
2) The findings showed that most students felt MUET improved their English skills, especially speaking and reading, but many did not think it prepared them for university. Teachers believed students' English improved due to MUET but were unsure of its purpose.
3) Both students and teachers tended to underestimate the importance of listening skills despite evidence that listening activities were conducted in class. This mismatch indicates a need to better communicate MUET's objectives and how they relate to developing all language skills.
School Based Assessment And The Silence Behaviour Among Secondary School Teac...AJHSSR Journal
This paper discusses the relationship between issues faced by teachers in the implementation of School Based Assessment (SBA) and Teacher Silence among secondary school teachers in Kuala Langat District. It tries to link previous research on problems faced by teachers when implementing the SBA, and a concept which is prevalent among employees outside the Education field, known as Employee Silence. As Employee Silence is a concept that had been studied outside the Education field, this study hopes to observe if such a behaviour is also prevalent among teachers. The research focuses on four problems faced by teachers when implementing the SBA: 1.Lack of Knowledge, 2.Maximization of Work, 3.Inability of Teachers, and 4.Lack of Monitoring. The gap in this study is the link between issues faced in the implementation of the SBA, and the Employee Silence (Teacher Silence in this case) Concept. A total of 292 secondary school teachers were respondents in the study. Questionnaire with a reliability α = 0.78 was utilized as the instrument. The result was parallel with the outcome outside the Education field, teachers too have a tendency to remain silent for various intrinsic and extrinsic reasons when faced with problems and obstacles with SBA at schools.
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
Running head: PORTFOLIO PROPOSAL 1
PORTFOLIO PROPOSAL 2
Portfolio Proposal
ECE657: Assessment to Support Young Children and Families
Annette Williams
Instructor Strout
December 16, 2019
Portfolio Proposal
The performance of children in the learning environment is an important component of facilitating positive academic development. Therefore, it is important to consider a portfolio that looks into robust communication regarding the gaps associated with the learning environment. Students should have a capacity to identify their strengths in terms of learning new skills and knowledge. With the above in place, it would be crucial to communicate about the pros and cons of the teaching practice, the fitting portfolio system, and the chosen portfolio system. Also, it becomes crucial to focus on the portfolio system that would encompass growth in the developmental domains. Lastly, it is important to record how it would be possible to ensure fidelity in the portfolio system.
The teaching strategies Gold and Lifecubby portfolio system are an important component of the learning environment. The main reason for this is because it provides the student with the needed skills and knowledge to ensure effective performance. It is an important segment because it enables teachers to remain motivated and dedicated to teaching the students to become independent thinkers in their professional environment. Early education is critical and requires a teacher who is more patient and flexible in delivering the needed knowledge. A teacher who does not take the time to handle the students may become frustrated.
Therefore, the teaching strategies are crucial in the establishment of effective relationships with the students. It is through the above that it becomes easier for the teachers to learn about the strengths and weaknesses of their students. Also, they try their best to promote positive outcomes in terms of communicating the right ideas among the students in the learning environment. The learning environment provided by the teaching strategies is more diverse and has a large opportunity base to support the growth and development of the student (Becker, R et al., 2015). The environment is also structured in a way that the teaching strategies meet the needs of the teachers.
When it comes to the cons, it is important to note that they are limited. The teaching strategies may not be too flexible to allow the adoption of educational technology. The teaching strategies are more traditional and include one-to-one communication with the students. Another significant con focuses on the rigidity of the teaching practices. The teacher is the person with all the major responsibilities and does not provide the student with the opportunity to ensure personal development. The ...
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
This document discusses a study that examined South African educators' perceptions of their increasing workload due to administrative and professional duties. The study found that educators face a heavy workload without adequate support from the Department of Education. It recommends implementing an internship program called READ (Relieve Educators' Administrative Demands) to help educators deal with their workload by assisting with administrative tasks. The document provides background on the roles and responsibilities South African educators are expected to fulfill, which involve both administrative and professional duties. It notes that educators struggle to fulfill all their duties due to the large amount of paperwork and other administrative requirements.
Ie usahk qualitative journal of education second revisionsteyngm1
This document summarizes a study that explored the lived experiences of staff in implementing Invitational Education (IE) in schools in the United States and Hong Kong. The study collected data through an open-ended electronic survey of 18 participants who had experience implementing IE in their schools. The survey explored effective professional development programs for IE implementation and the role of leadership and teachers. The major findings that emerged were: 1) effective IE implementation requires leaders who model IE principles and support ongoing professional development, 2) teachers must be committed to IE and view professional development favorably for implementation to succeed, and 3) professional development on IE should involve long-term learning programs with active participation and support from school leadership.
Students’ motivation for and attitudes towards self access language learning ...Alexander Decker
This document summarizes a study that investigated Thai students' motivation and attitudes toward using a Self-Access Language Learning Centre (SALLC). The study found that the SALLC helped promote positive student attitudes and motivation to learn English independently. Students had high levels of positive motivation and viewed the SALLC materials and facilities positively. The SALLC was effective in stimulating self-directed learning and developing learner autonomy. Student attitudes were also found to be moderately correlated with their motivation levels.
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
Assessment for learning (AfL) focuses on maximizing feedback between teachers and students to improve student learning. It involves teachers understanding where students are in their learning, where they need to go, and how to help them get there. Key aspects of AfL include sharing learning goals, using questions to gauge understanding, and providing feedback to guide next steps. Research shows AfL can significantly improve student achievement when implemented properly. Both formative and summative assessments can support AfL by informing teacher instruction and student learning.
The study assessed factors hindering academic performance of grade 9 students at Wenceslao Trinidad National High School. A questionnaire was administered to 50 students to determine if student-related factors (intelligence, study habits, motivation) or teacher-related factors (personality, teaching skills) had a greater effect. The results showed student-related factors had a greater impact, with averages of 68.4% for intelligence, 57.2% for study habits, and 72% for motivation. Teacher-related factors received higher averages, but student factors were determined to hinder academic performance more.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
This study explored the stress levels, causes, and coping strategies of student teachers during their teaching practice. The researchers surveyed 95 student teachers who had recently completed teaching practice. The key findings were:
1) Most student teachers reported moderate levels of stress during teaching practice.
2) The major causes of stress identified were heavy workload, being evaluated by supervisors, difficulties with classroom management, and preparing detailed lesson plans.
3) The main coping strategies used were communicating with teachers/supervisors, talking to friends and family, and using self-management skills like planning and preparation.
Trainee Teacher's Readiness Towards Teaching Practice: The Case of Malaysiaanisahtahir
This document summarizes a study on the readiness of trainee teachers in Malaysia for teaching practice. The study investigated challenges faced by trainee teachers during their practicum and the needs of both trainees and schools. A questionnaire was distributed to 150 final year education students who had completed teaching practice. Preliminary findings found that while subject content knowledge was adequate, areas like applying theory in the classroom, discipline, and school management needed improvement. This suggests a review of teacher education programs is needed to better prepare trainees for 21st century teaching demands.
This document summarizes a study that analyzed factors influencing mathematics achievement among Malaysian and Singaporean eighth-grade students using data from the 2003 Trends in International Mathematics and Science Study (TIMSS). The study found that 57.28% of the total variance in mathematics achievement in Malaysia was accounted for by school-level differences, while 74.6% of the variance in Singapore was accounted for by classroom-level differences. At the student level, mathematics self-concept was the most influential factor on achievement in both countries. At the school level, school climate as perceived by principals was the most influential factor on achievement in both countries. The study used multilevel modeling to analyze how student, classroom, and school factors contributed to mathematics achievement
This document provides background information and outlines the scope of a proposed thesis that will investigate the lived experiences of neophyte (new) school heads in Leyte, Philippines. The study aims to understand the challenges faced by new school administrators and how they cope. It will interview heads from 4 schools who have served 2-5 years. The theoretical frameworks of symbolic interactionism and organizational adaptation theory will be used. The significance of the study is that it could help DepEd and other stakeholders better support new school leaders in managing schools.
This document outlines the contents and structure of a research study on speaking test anxiety. It contains an introduction which states the background, problem, objectives, research questions and significance of the study. It then outlines two literature review chapters on oral language development, general anxiety, and the relationship between speaking test anxiety, performance and instructional strategies. The final chapter describes the research methodology including the design, sampling, instruments for data collection and analysis.
This document summarizes a study that evaluated the impact of oral test anxiety and speaking strategy use on oral English performance among Chinese university students. The study surveyed over 1690 students about their oral test anxiety and speaking strategy use. It found that (1) oral test anxiety existed and negatively impacted test performance, (2) more proficient students were less anxious, (3) students used a variety of speaking strategies during tests, and (4) speaking strategies both helped and hindered performance. The study aimed to better understand how oral test anxiety and strategy use influence oral English test results.
This document discusses oral language development in second language acquisition. It addresses the relationships between listening, reading, speaking and writing and how integrating these skills can benefit students. The document also examines characteristics of different proficiency levels in English and strategies to develop oral language skills. It emphasizes the importance of oral language development and providing opportunities for meaningful use of language through tasks, discussions and integrating oral and written communication.
This study examined academic stress and exam anxiety among 400 Indian secondary private school students in grades 10 and 12. The researchers found that 35% reported high academic stress and 37% reported high exam anxiety. All students reported some academic stress. Students with lower grades reported higher stress than higher-achieving students. Students engaged in extracurricular activities were more likely to experience exam anxiety than those not engaged in such activities. The study aimed to identify factors associated with academic stress and exam anxiety in this population.
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
1) The study examined the relationship between general anxiety, test anxiety, and academic achievement among 180 higher secondary students in India.
2) It found a positive correlation between general anxiety and test anxiety, and negative correlations between both anxiety types and academic achievement.
3) Specifically, there was a low negative correlation between general anxiety and achievement, and a low negative correlation between test anxiety and achievement.
This document summarizes a psychodynamic perspective on anxiety and incompetence in large groups. It discusses how Melanie Klein's theories on splitting, projection, and projective identification can help explain dysfunctional behaviors that sometimes emerge when more than a dozen people meet together. An example is provided of a group of over 20 experienced consultants who became paralyzed by feelings of anxiety and incompetence during a large group assessment day. Unconscious processes like splitting and projection are argued to have more influence in larger groups, where relationships are more simplified and individuals feel their contributions may seem inadequate.
This document is a research proposal that investigates secondary school students' speaking test anxiety towards school-based oral English assessments from teachers' perspectives and strategies. The introduction provides background on the implementation of school-based oral English assessments in Malaysian secondary schools and how it can increase students' speaking anxiety levels. The research objectives are to investigate teachers' awareness of students' anxiety, how assessments influence anxiety, and strategies to help overcome anxiety. The significance is that the findings can help teachers, researchers, and authorities better understand anxiety issues and develop support strategies.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. US-China Education Review B 3 (2011) 393-402
Earlier title: US-China Education Review, ISSN 1548-6613
School-Based Assessment in Malaysian Schools:
The Concerns of the English Teachers
Faizah A. Majid
Universiti Teknologi Mara, Shah Alam, Malaysia
The Malaysian government has proposed to implement SBA (school-based assessment) in public schools with an
attempt to replace the current public examinations. However, as SBA has yet to be in full swing, relatively little is
known about the concerns of the teachers who would directly be involved in implementing SBA. This paper
presents the findings from a survey on 40 English teachers who are currently teaching in Malaysian public schools.
The items in the questionnaire elicited information on the stages of concerns of the respondents’ concern regarding
the adoption or implementation of any educational innovation. The constructs are indifference,
informational-personal, management, consequence-collaboration and refocusing. It is from these identified
constructs that the categories for the questions are built. Findings from the study indicate that the respondents are
concerned about the innovation and that their concerns are multidimensional regardless of their experience in the
innovation. The findings not only enlighten to the Malaysian English teachers themselves, but also the professional
development trainers in monitoring teachers’ concerns, during the process of educational change, such as the SBA.
Thus, informed decisions can be made while planning for the in-service teacher trainings on SBA. Several
implications on the in-service trainings are drawn in order to ensure the smooth-running of the SBA. Future works,
suggested on expanding similar research on other educational innovations, can be carried out.
Keywords: SBA (school-based assessment), teachers’ concerns, SoCQ (stages of concern questionnaire)
Introduction
Toffler is often quoted for his claim that the greatest challenge in the 21st century is not learning, but
unlearning and relearning. The term “change management” has a long place in the context of continuous
improvement. However, more often than not attempt at change fail. Cheung (2001) claimed that there were
various reasons why changes, such as innovations fail. He commented that of the various reasons, one reason,
concerns of the staff involved in the innovation attempt, seemed to be the most important.
According to Wilhelm and Chen Pei (2008), since the mid-1970s, a number of Asian countries have been
concerned with economic reforms which in turn have brought about various improvements in the education
system. Malaysia is of no exception. Examples of some of the improvements included the use of English
language as the medium of instruction for maths and science from 2004 to 2009, the revamp of primary
education examination in Standard Five and the use of Bahasa Malaysia as the medium of insruction in all
subjects except English language. A new assessment system for Malaysian public schools will be implemented
by the end of 2010 to replace the current centralized examination. Thus far, all major public examinations in
Faizah A. Majid, Ph.D., associate professor, Faculty of Education, Universiti Teknologi Mara.
2. SCHOOL-BASED ASSESSMENT IN MALAYSIAN SCHOOLS394
Malaysia are centralized by the Malaysian Examination Syndicate which is under the Malaysian Ministry of
Education. This means, each year the preparation and administration of the major public examinations, such as
Lower Secondary School Examination, Malaysian Certificate of Examination and High School Examination
are under the close monitoring of the Examination Syndicate. Their close monitoring includes the preparation
of the exam papers, the administration of the exams during the examination weeks and the marking of the exam
papers. According to the Malaysian Ministry of Education, the new assessment system promotes a combination
of centralized and SBA. Malaysian TED (Teacher Education Division) is entrusted by the Ministry of
Education to formulate policies and guidelines to prepare teachers for the new implementation of assessment.
As emphasized in the innovation of the student assessment, continuous SBA is administered at all grades and
levels. Additionally, students sit for common public examinations at the end of each level.
It is also a fact that the role of teachers in the new assessment system is vital. Teachers will be given
empowerment in assessing their students. Nonetheless, the empowerment also comes with the requirements of
sufficient knowledge and skills in using various informal methods of testing and psychometric testing, such as
diagnostic general ability and aptitude test (Teacher Education Department, Ministry of Education, 2007).
Nonetheless, it was quite alarming to note that, as reported by Hamzah and Sinnasamy (2009) based on a
preliminary study they conducted, the oral SBA was not implemented, according to guidelines and objectives
provided by the Malaysian Examination Syndicate. Hamzah and Sinnasamy (2009) concluded that this might
indirectly provide evidence of teachers’ lack of knowledge and skills in conducting SBA, such as the oral
English assessment, despite of the availability of the guidelines and objectives.
Several countries, such as Finland, New Zealand, Australia and Hong Kong, have implemented SBA.
Despite their years of experiences in implementing the SBA, several researches have been carried out from time
to time in order to investigate relevant aspects of the SBA. This fact was made obvious by the substantial amount
of documented research in the literature (Board of Studies, 1998; Choi, 1999; Daugherty, 1995; Hill, Brown,
Rowe, & Turner, 1997; James & Corner, 1993; Yung, 2001; Cheung, 2001). Generally, a vast amount of
researches in the various countries signify the need for an on-going evaluation of the SBA. Similar to any other
innovations, the effectiveness of the SBA depend on a variety of variables, such as those concerning the teachers
and learners. With the constant change, it is only imperative for SBA to be evaluated from time to time.
In the context of Malaysia, studies which focus on the concerns of the teachers on SBA need to be carried
out. Most of the researches conducted have mainly focused on school-based oral assessment (Hamzah &
Sinnasamy, 2009; Gurnam, 2009, 2007; Azleena, 2007). As indicated by an Internet search on MYTO
(Malaysian thesis online) done on March 21, 2009, no results were found on research done on SBA in Malaysia.
However, at present time, a doctoral candidate is conducting a research on the Malaysian teachers’ readiness
towards SBA scheme in selected Malaysian teacher training institutes (Shanusi, 2007). Thus, the conduct of the
present study is seen as timely as it could provide relevant information on SBA in Malaysian public schools.
As SBA is a fairly new innovation in the Malaysian education system which is also a directive from the
Ministry of Education, there is a possibility that some teachers may have concerns which deserve due attention
from the ministry. As posited by Wilhelm and Chen (2008, p. 80):
ELT curricular reform efforts in Asia are impressive but have taken, for the most part, a top-down approach.
Long-lasting change will depend upon the beliefs, responses, and efforts put forth by participants as they strive to meet the
challenges of change.
3. SCHOOL-BASED ASSESSMENT IN MALAYSIAN SCHOOLS 395
Their claim was further supported by Hamzah and Sinnasamy (2009, p. 14) who quoted Tan Sri Dr Murad
Mohammad Nor, the former Education Director General as claiming, “The most important part in the
implementation of any plan, is the teachers. However good the plan, it will be of no use if the teachers do not
implement it well”.
According to Zaltman, Duncan, and Holbek (1973), change process may be analyzed at two levels:
individual and organizational. As the primary concern of this paper is to investigate the concerns of the teachers
on the new assessment system, the change process is analyzed at the individual level. Hall and Hord (2001, p. 7)
concurred that in attempting or monitoring change, “Leaders of organizational change need to devise ways to
anticipate and facilitate change at the individual level”.
As claimed by Cheung (2001) and Hall, George, and Rutherford (1977), Stages of Concern Model is
probably the most cited individual-oriented model in research on the concerns of teachers when implementing
changes. According to Hall et al., concern is “the composite representation of feelings, preoccupation, thought,
and consideration given to a particular issue or task” (p. 5). They further elaborated that the concerns of
teachers were both multidimensional and developmental. In other words, the concerns could be categorized into
distinct stages and the concerns change according to the respective teacher’s development in implementing the
innovation.
Table 1
A Brief Description of the Stages as Categorized by Hall et al. (1977)
Stage Description
Stage 1
(Awareness)
Little concern about or involvement with the innovation is indicated.
Stage 2
(Informational)
A general awareness of the innovation and interest in learning more detail about it is indicated. The person
seems to be unworried about herself/himself in relation to the innovation. She/he is interested in substantive
aspects of the innovation in a selfless manner such as general characteristics, effects and requirement for use.
Stage 3
(Personal)
Individual is uncertain about the demands of the innovation, her/his inadequacy to meet those demands and
her/his role with the innovation. This includes analysis of his/her role in relation to the reward structure of the
organization, decision-making and consideration of potential conflicts with existing structure and personal
commitment. Financial or status implications of the program for self and colleagues may also be reflected.
Stage 4
(Management)
Attention is focused on the processes and tasks of using the innovation and the best use of information and
resources. Issues related to efficiency, organizing, managing, scheduling and time demands are utmost.
Stage 5
(Consequence)
Attention focuses on impact of the innovation on students in her/his immediate sphere of influence. The focus is
on relevance of the innovation for students, evaluation of students’ outcomes, including performance and
competencies and changes needed to increase students’ outcomes.
Stage 6
(Collaboration)
The focus is on coordination and cooperation with others regarding use of the innovation.
Stage 7
(Refocusing)
The focus is on exploration of more universal benefits from the innovation, including the possibility of major
changes or replacement with a more powerful alternative. Individual has definite ideas about alternatives to the
proposed or existing form of the innovation.
Note. Source: Cheung, 2001, pp. 106-107.
Hall et al. (1977), further concluded that Stages 1 to 3 could be identified as “self-concerns”, Stage 4 as
“tasks concerns about the innovation” and Stages 5 to 7 as “impact concerns regarding the students”.
They also postulated that the teachers’ concerns involved developmental changes. As elaborated by them,
teachers’ concerns would be most intense during the initial stage of the innovation. However, as teachers
become more experienced with the innovation, they will be more intense with the tasks concerns before finally
being more intense with the impact concerns. At this juncture, Hall et al. (1997) suggested that the seven stages
were sequential and formed a simple structure (Joreskog, 1970). In other words, “Correlations among the seven
4. SCHOOL-BASED ASSESSMENT IN MALAYSIAN SCHOOLS396
latent SoCQ variables in a correlation matrix are expected to decrease as one moves away from the main
diagonal” (Cheung, 2001, p. 107).
At present, a substantial amount of documented research has employed SoCQ (stages of concern
questionnaire) to measure teachers’ concerns on innovations (Cheung, Hattie, & Ng, 2001; Cheung, 2001;
Aneke & Finch, 1997; Cicchelli & Baecher, 1989; Marsh, 1988; Kimpston & Anderson, 1985). Interestingly,
Cheung et al. (2001) discovered that Hall et al.’s data were inconsistent with the ones they discovered. Hence,
to improve the model fit, they proposed a regrouping of the items into a 22-item 5-stage model (Cheung, 2001).
In the newly revised SoCQ by Cheung et al. (2001), the informational stage was merged with the personal
stage. Likewise, the consequence and the collaboration stages were also combined. The following are the
characteristics of the revised SoCQ by Cheung et al.: Stage 1, indifference; Stage 2, informational-personal;
Stage 3, management; Stage 4, consequence-collaboration; and Stage 5, refocusing.
It is the objective of this paper to examine the Malaysian English teachers’ stages of concern on SBA
using the newly revised SoCQ by Cheung et al. (2001). The following are the research questions:
(1) What are the respondents’ stages of concerns according to their experience in SBA?
(2) What are the trainings needed by the respondents?
Methodology
A study on the Malaysian English teachers’ concerns on the implementation of the SBA was conducted. A
total of 40 English teachers who were teachers from various Malaysian public secondary schools took part as
respondents. Cheung et al.’s revised SoCQ was adopted in the attempt to collect relevant data on the teachers’
concerns. All the 22 items were re-worded in order to ensure relevancy with the respondents’ background as
English language teachers. According to Cheung and Ng (2000), the 5-stage 22-item questionnaire has alpha
reliability estimates of 0.79 for indifference, 0.82 for informational-personal, 0.76 for management, 0.75 for
consequence-collaboration and 0.84 for refocusing.
The revised SoCQ was distributed to a convenience sample of 40 English teachers who were pursuing
their Master’s degree in one of the Malaysian public universities. A total of nine males (22.5%) and 31 females
(77.5%) have experiences in SBA which ranged from five months to 21 years.
The responses to the 22 SoCQ items were first coded in a Lickert scale of one (“Strongly disagree”) to five
(“Strongly agree”). The reliability of the responses to individual items and to the five stages was then examined
on the basis of item-total correlations and coefficient alphas respectively. Correlation analysis was also done to
determine the relationship between the relevant demographic data and the respective stages of concerns.
Findings and Discussion
As stated earlier, the respondents for the study were English language teachers who have been teaching
between five months and 21 years. Additionally, their experience in SBA ranged from five months to 18 years.
Nonetheless, the mean for their teaching experience is 9.4 years and experience in SBA is 5.4 years. A
comparison between two groups of teachers, those with less and those with more than five years of experience
in SBA was seen as suitable in determining the stages and intensity of their concerns. There were 25 teachers
with five years of experience and 15 with more than five years of experience in SBA.
The 5-stage 22-item questionnaire in the study has the alpha reliability estimates (a) of 0.76 for
indifference, 0.86 for informational-personal, 0.83 for management, 0.69 for consequence-collaboration and
5. SCHOOL-BASED ASSESSMENT IN MALAYSIAN SCHOOLS 397
0.79 for refocusing. The item-total correlations of the 22 items varied between 0.60 and 0.91 which indicated
the reliability of teacher data. In addition, the subscales ranged from 0.69 to 0.86 which reflected the reliability
of the subscales. It was important to note that the questionnaire was adopted from CHEUNG et al.’s (2001).
Hence, all the items were as suggested by them. Table 2 summarizes the reliability test of the SoCQ employed
in the study.
Table 2
Reliability Estimates for the SoCQ Subscales and Items
Subscale/Item Total correlation
Stage 1, Indifference (α = 0.855)
Not concerned about SBA 0.83
Occupied with other things 0.82
Not interested in learning about SBA 0.78
Stage 2, Informational-personal (α = 0.832)
What teachers are required to do 0.91
Time and energy commitments required 0.91
How SBA marks are moderated 0.80
How teacher’s role will change 0.73
Stage 3, Management (α = 0.832)
Not having enough time 0.87
Inability to meet all SBA requirements 0.86
Time spent on non-academic matters related to SBA 0.64
How to complete SBA tasks efficiently 0.76
Stage 4, Consequence-collaboration (α = 0.691)
Develop working relationships with other SBA teachers 0.64
Let other teachers know the benefits and operations of SBA 0.78
Concerned about the impact of SBA on students 0.71
Let students understand their role in SBA 0.70
Coordinate teaching with other SBA teachers 0.75
Know how other teachers are implementing SBA 0.60
Stage 5, Refocusing (α = 0.785)
Revise the current SBA to improve its effectiveness 0.82
Revise certain design of SBA 0.87
Modify SBA on students’ learning experiences 0.80
Find out how to supplement, enhance, or replace SBA 0.73
Use feedback from students to change SBA 0.60
Table 3 signifies the summary of the respondents’ responses.
It is obvious that the respondents were concerned with SBA. This is indicated by the high mean score (>
3.5) in most stages and items. Additionally, the findings proved that their concerns were multidimensional. This
is indicated by the high mean scores in various stages. Nonetheless, what is more interesting to note is that of
the five stages, Stages 2 and 4, and Stage 5 have the highest means (all items have the mean of more than 3.5).
Figure 1 displays the stages of concern between two groups of teachers with less and more than five years’
experience in SBA. As it could be seen from Table 3, the peak is indicated by Stages 2, 4 and 5. It could be
deduced that the respondents experienced all the five stages of concern concurrently. Interestingly, despite of
the difference in the degree of concern as indicated by the different means, both groups of respondents also
shared similar concerns regardless of their experiences in SBA. One line indicates respondents with more than
five years’ experience, while the other line indicates those with less than five years experience. Both lines
6. SCHOOL-BASED ASSESSMENT IN MALAYSIAN SCHOOLS398
indicate peak at Stage 2, 4 and 5 respectively despite of their differences in the means.
Table 3
Summary of the Respondents’ Feedback
Item Mean Standard deviation
Stage 1, Indifference (α = 0.855)
Not concerned about SBA 1.92 1.12
Occupied with other things 3.49 1.52
Not interested in learning about SBA 1.92 0.92
Stage 2, Informational-personal (α = 0.832)
What teachers are required to do 3.95 1.18
Time and energy commitments required 4.38 1.06
How SBA marks are moderated 3.92 0.83
How teacher’s role will change 4.30 0.78
Stage 3, Management (α = 0.832)
Not having enough time 3.27 1.10
Inability to meet all SBA requirements 2.81 1.10
Time spent on non-academic matters related to SBA 3.41 1.17
How to complete SBA tasks efficiently 3.59 1.12
Stage 4, Consequence-collaboration (α = 0.691)
Develop working relationships with other SBA teachers 3.78 0.75
Let other teachers know the benefits and operations of SBA 3.76 0.83
Concerned about the impact of SBA on students 4.22 0.75
Let students understand their role in SBA 4.19 0.71
Coordinate teaching with other SBA teachers 3.68 0.88
Know how other teachers are implementing SBA 3.57 1.01
Stage 5, Refocusing (α = 0.785)
Revise the current SBA to improve its effectiveness 4.38 0.79
Revise certain design of SBA 4.38 0.64
Modify SBA on students’ learning experiences 4.46 0.69
Find out how to supplement, enhance, or replace SBA 4.22 0.89
Use feedback from students to change SBA 4.41 0.69
Discussion of Findings
This study examined the concerns of 40 English language teachers teaching in Malaysian public schools
on the implementation of SBA. Findings from the study indicated that the respondents were concerns about the
innovation and that their concerns were multidimensional. Additionally, although the means for the respective
stages of concern differ, they still had similar concerns regardless of their experience in the innovation. This
was indicated by similar peaks shared by both groups of respondents in informational-personal,
consequence-collaboration and refocusing as signified in Figure 2. Interestingly, similar observation was made
by Cheung et al. (2001) in their study.
To begin, the respondents from both groups of teachers indicated that they had some concern at the
following stages: Stage 2, informational-personal; Stage 4, consequence-collaboration; and Stage 5, refocusing.
As a start, the respondents’ concern at Stage 2, informational-personal stage indicated that although they were
aware of SBA, particularly about its characteristics, effects and requirements, they still had some uncertainties
7. SCHOOL-BASED ASSESSMENT IN MALAYSIAN SCHOOLS 399
about the demands of SBA. In particular, the respondents had their worries about their ability to meet the
demands (mean 3.95) and their role (mean 4.30). This finding confirmed Hamzah’s and Sinnasamy’s (2009)
findings that teachers had difficulties in implementing the SBA. Their concern at Stage 4, consequence-collaboration
on the other hand, indicated their worries about the impact the assessment would have on their students (mean
4.22) and got their students to understand the students’ role in SBA (mean 4.19). Finally, the respondents’ concern
at Stage 5, refocusing further confirmed their earlier concerns at Stages 2 and 4 as they were requesting for necessary
changes to the existing implementation of the SBA. It was evident that the respondents requested that feedback
from their students on the innovation should be considered (mean 4.41) and that necessary modifications to the
innovation might be necessary (mean 4.46). Weir (1994) claimed that the implementation of formative
assessment, such as the SBA, required serious changes in teachers’ perceptions of their own role in relation to
their students and their classroom practice. As the other items in Stage 5 also showed high mean score, this was
an obvious indication that the ministry needed to consider necessary revision and modifications to the SBA.
Figure 1. The stages of concern between two groups of teachers.
Most importantly, equal intensity shown by Stage 5 (refocusing) indicated that there might be issues with
the innovation. As put forth by Cheung et al. (2001, p. 115), “… multiple-peak concerns profiles usually imply
that the advocated innovation is inappropriate or there are problems in the implementation process”. At this
juncture of the discussion, it was important to highlight that “The multiple-peak profile... signals the need for
immediate attention...teachers wanted to change... but they lacked a good understanding of the characteristics,
benefits, requirements, and operation…” (Cheung et al., 2001, p. 115). Additionally, the respondents were
uncertain about the role they needed to play in SBA. This suggested that in-service trainings were much needed
in order to ensure the smooth-running of SBA. As it was, the respondents were aware of the importance of
cooperation. Their awareness could be maximized in potential in-service trainings as an attempt to minimize
their intense concern at Stage 5. It was feared that if no in-service trainings were provided, there was a
Teachers with < 5 years
experience with SBA
Teachers with > 5 years
experience with SBA
8. SCHOOL-BASED ASSESSMENT IN MALAYSIAN SCHOOLS400
possibility that the teachers would implement SBA “Superficially, go back to more comfortable old assessment
practices, or develop a negative attitude toward SBA” (Cheung et al., 2001, p. 5).
When the two groups of respondents’ concerns were compared, it was worth to note that they experienced
all the five stages of concerns concurrently and that they had similar concerns. The low Stage 1 (reliability
intensity less than three) indicated that all of the respondents were concerned about SBA and were eager to
learn more about it. Hamzah and Sinnasamy (2009) also discovered similar finding when their respondents
indicated positive perception of the SBA. Their concern at Stage 3 might be indicative of the areas which
required further training and development. The respondents claimed that they needed training on time
management when it came to implementing SBA. For instance, they claimed that they did not have enough
time (mean 3.27) and that they spent time on non-academic matters related to SBA (mean 3.41). They also
indicated a need for exposure on how to conduct the assessment more efficiently (mean 3.59). Their quest for
such training indirectly confirmed their Stage 1 concern which was their need to learn more about SBA. As
Cheng (2009, p. 113) put it:
... teacher knowledge is the result of teacher learning, and teacher learning is the way to acquire and develop teacher
knowledge. Any growth in knowledge will help teachers get to know the gaps in their professional competence and compel
them to learn.
Implications
The study has further confirmed the findings of previous researchers on SBA, such as Cheung et al. (2001)
and Hamzah and Sinnasamy (2009). Besides the study conducted by Cheung et al. (2001), this study has also
indicated the questionnaire’s high reliability values, thus suggesting that the SoCQ is a dependable instrument
when measuring the concerns of teachers during the process of educational innovation. Besides describing the
stages of concerns with the innovation in the education system, the instrument is also able to provide feedback
on the necessary areas of concern which indirectly suggests possible revision, modifications and trainings.
Several implications could be derived based on the findings. There were indications that the teachers were
aware about SBA. However, the respondents were uncertain about the role they needed to play in SBA. At this
juncture, it is obvious that in-service trainings are much needed in order to address this urgency. As claimed by
Ferguson-Patrick (2009, p. 2), “Most staff development and school improvement activities continue to leave
teachers’ knowledge and skills essentially untouched”. In this instance, there is evidence that the teachers’
knowledge and skills in implementing SBA is still quite poor despite of the guidelines and objectives provided
by the ministry. More hands-on sessions, such as workshops and open discussions on the challenges and issues
in implementing the assessment, need to be carried out. The feedback gathered from the teachers as well as the
students should be able to provide relevant information to the ministry with their attempt to decide on the
necessary changes and modifications to the existing assessment’s policies and guidelines.
It is worth noting that the teachers involved in the study also indicate their concerns in terms of the
management of the assessment. One area they claimed critical is time management. As claimed by Hamzah and
Sinnasamy (2009) who quoted Weir (1994), teachers had negative feelings towards SBA due to two common
reasons: it was imposed on them and time-constraint. Another area in need of attention is the worry that the
teachers have on their collaboration with their students and colleagues. The teachers indicate a need for their
students to understand the students’ role in SBA. It is also highlighted that coordination with other teachers
implementing the assessment is necessary but not as efficiently practiced. Hence, this suggests that possible
9. SCHOOL-BASED ASSESSMENT IN MALAYSIAN SCHOOLS 401
trainings should be conducted focusing on the time management, students’ exposure to the assessment and
techniques or strategies on how teacher collaboration can be done will be helpful.
Additionally, as there were also indications on the variations of the teachers’ stages of concern, trainings
which were to be provided could be focused on minimizing the teachers’ intense concern at Stage 5. It was
concluded that the teachers strongly felt that the current assessment needed relevant revision and modification.
They did suggest that feedback from the students be taken into consideration and relevant modifications be
necessary to suit the students’ learning experiences. Indirectly, this opens up for opportunities for further
research. More in-depth investigation which focuses on the student feedback on SBA and the students’ learning
experiences are deemed necessary.
Conclusions
In conclusion, this paper has achieved its purpose, describing the stages of concerns of the respondents’
regarding the adoption or implementation of an educational innovation—SBA. The findings did not only
describe the stages as it also provided the identification of necessary trainings on SBA and revisions to the
existing implementation system. Finally, the suggestions for future research on SBA completed the study.
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