ECER 2021 Voices of Engagement: A Malaysian School Perspective
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Author: Katina Tan The European Conference on Educational Research 2021 Online EERA Network: 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
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![Voices of Engagement: A Malaysian School Perspective
Background
2
General Information about Malaysia
Population: 32.6 million people
Language: Bahasa Melayu (Official Language)
English (Second Language)
Malaysian K-12 Public School Context
Source: Quick Fact 2020, Ministry of Education Malaysia [https://moe.gov.my/en/penerbitan/3719-quick-facts-
2020/file]
Source: http://mapsnworld.com/malaysia/where-is-malaysia.html]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
The Importance Of Diversity In Education
Diversity in education is important for teachers and students. Teachers must understand students' different backgrounds and learning styles to meet their needs. While it can be challenging, incorporating various teaching methods and respecting differences can benefit students. Testing teachers may help ensure they are prepared to teach diverse students effectively and continuously improve. Overall, understanding diversity is key for teachers to help all students succeed.
Impact of Academic and Social Factors on Education Performance of Students
Counseling makes perfect any human being for living life smoothly. According to phycology people required someone near to him/her with whom he/she can share their thoughts, happiness, emotions etc. and this is required in education also, In education we need to give support to our students for knowing their problems and feeling regarding education, life, career, friends, family etc. in this paper researcher tried to find out the importance of the counseling in the mind of students of the effect of the same in students mind because in the recent time importance of the education is more and the use of technology is also more so its big problem for the students for connecting consciously with the learning, and without consciousness people cannot understand many thinks for life long time it’s just for examination. By using the qualitative research study research has tried to find out solution for the same with the sample of 60 students of undergraduate of Parul University. During the research researcher identified major two internal and external factors in which there are six other factors, with the help of the qualitative research technique. by Rahul Chauhan and Bhoomi R. Chauhan 2020. Impact of Academic and Social Factors on Education Performance of Students. International Journal on Integrated Education. 2, 5 (Mar. 2020), 34-43. DOI:https://doi.org/10.31149/ijie.v2i5.140. https://journals.researchparks.org/index.php/IJIE/article/view/140/137 https://journals.researchparks.org/index.php/IJIE/article/view/140
EFFECTIVENESS OF COOPERATIVE LEARNING IN SECONDARY SOCIAL STUDIES OF DEPARTME...
ABSTRACT: This study assessed the effectiveness of the utilization of Cooperative Learning (CL) in
Secondary Social Studies instruction, in Zone 2, Department of Education, Division of Zambalesduring the 3rd
quarter of the school year 2018-2019. A descriptive research design and survey questionnaire were the main
data-gathering instruments.The researcher concluded that the teacher-respondents are female, in their early
adulthood, specializing in Social Studies, Teacher I, holders of Bachelor Degrees with Master’s units, quite new
in the teaching profession and have attended few seminars.The level of performance of high school students in
Social Studies using Cooperative Learning Methods and Activities improved from Pre-Test which is
Approaching Proficiency to Proficient in the Post Test, increased chances for students’ conflict, noise and
limited techniques in maintaining students’ motivation were the challenges sometimes encountered when
cooperative learning was utilized in teaching Social Studies lesson and contents.There is a significant difference
in the perceived effectiveness of cooperative learning to students of the elements of Individual Accountability,
Small Group and Interpersonal Skills, and Group Processing when attributed to teachers’ age. There are no
significant differences in the perceived effectiveness of cooperative learning to students for Face to Face
Interaction when attributed to teachers’ profile and the perception of the extent of occurrence of
problems/challenges in the utilization of cooperative learning when grouped according to teachers’ profile
variables, and there is a highly significant difference on the result of pre-test and a post-test score of the high
school students in Social Studies using cooperative learning method and learning activities was established.
Teachers may plan ahead cooperative learning activities and tasks in which students work together on specific
roles and materials (Positive Interdependence); learn how to strengthen communication skills (Individual
Accountability); encourage each other to learn and perform the task (Face to Face Interaction); develop more
sensitivity and appreciate with others (Small Group and Interpersonal Skills), and reflect on the feedback they
receive (Group Processing).
KEYWORDS: Cooperative Learning, Positive Interdependence, Individual Accountability, Promotive
Interaction, Small Group, and Interpersonal Skills, Group Processing
Jiao learner autonomy 1
This document discusses a study that explored English teachers' perceptions of autonomous language learning (ALL) in Malaysian secondary schools. A survey of 35 teachers found that the current state of ALL among students is discouraging according to the teachers. While students compare their results to others and want to perform well, most ALL traits are missing from traditional Malaysian education. However, teachers remain positive about implementing ALL despite challenges. The roles of teachers are crucial in developing ALL skills in students. The findings provide insight into teachers' views and practices regarding ALL that can help improve its implementation.
Melor & nur nadila group
This document discusses a study that explored English teachers' perceptions of autonomous language learning (ALL) in Malaysian secondary schools. A survey of 35 teachers found that the current state of ALL among students is discouraging according to the teachers. While students compare their results to others and want to perform well, most ALL traits are missing from traditional Malaysian education. However, teachers remain positive about implementing ALL despite challenges. The roles of teachers are crucial in developing ALL skills in students. The findings provide insight into teachers' views and practices regarding ALL that can help improve its implementation.
Use of pck by social science teachers
This document discusses a study on the uses of pedagogical content knowledge (PCK) by social science teachers in classroom instruction at the elementary level in India. The study examined 30 social science teachers, 15 with a D.EL.Ed qualification and 15 with a B.Ed qualification. Data was collected through classroom observations using a schedule to assess teachers' use of general pedagogy, content knowledge, knowledge of student context and learners. The study found that while most teachers frequently used teaching strategies suited to student mental development, few used play-based techniques or analyzed student mistakes. It was also found that qualification level impacted some uses of PCK, with B.Ed teachers using some strategies more frequently. The study concluded
Using Information Gap Activities in Promoting Speaking Skills for Elementary ...
In recent years, communicative approach is considered one of the primary methods to develop students’
speaking competence. When applying communicative approach in the classroom, information gap activities are
employed to promote students’ oral skill. These activities have brought many benefits for students in the classroom and
become good stimulations for students to boost their speaking skills. The study took place at Dong Nai Technology
University with the objectives to investigate the students’ perspectives of teachers using the information gap activities
to help students improve their speaking competence. The data were collected via survey questionnaires and semistructured interviews in sequence. Sixty students took part in the survey questionnaire to answer 14 questions on their
perception on speaking skills and information gap activities. Semi-structured interviews were also conducted with 6
volunteer students to explain more deeply about their answers in the survey questionnaires to evaluate the validity of
the findings from the survey and give the answers to see whether these activities can affect students’ speaking skills in
the developed way. The findings from the study shows that information gaps activities are effectively utilized for the
development of students’ speaking skills
Students’ motivation for and attitudes towards self access language learning ...
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.
Enhancement of Student Preparation for Global Service
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
69
This document discusses best practices for social studies teaching and learning as outlined by the National Council for the Social Studies (NCSS). It describes five principles of powerful social studies teaching: being meaningful, integrative, values-based, challenging, and active. It provides examples of how these principles can be applied in the classroom, such as having students interview family members about immigration history to make the topic more meaningful. The document emphasizes using these principles to prepare students for civic life and engagement with societal issues.
CHS281Recap and assignment guidanceThis module addressed
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
FINAL CASE STUDY
The document discusses using student biographies and culturally responsive teaching practices to better meet the needs of diverse students like Cheryl, a first grade English language learner from a low socioeconomic background who is performing below grade level. It provides insights from the literature on creating a "third space" in the classroom, implementing Krashen's Input Hypothesis, and emphasizing disciplinary literacy. The case study examines how understanding Cheryl's background and implementing supportive practices could help improve her literacy development.
Chokera_Influence of teacher characteristics on pupils academic perfomance i...
This document discusses the purpose and objectives of a study on the influence of teacher characteristics on student academic performance in primary schools in Kenya. The study aims to examine how teacher attitudes, demographics, qualifications, and experience influence the performance of 7th and 8th grade students. It provides context on the development of education and teacher training in Kenya. It reviews literature showing that teacher attitudes can impact students through modeling behavior, reinforcement, and observational learning. Positive teacher attitudes that are conveyed through supportive behaviors can encourage students and improve their performance.
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ECER 2021 Voices of Engagement: A Malaysian School Perspective
- 1. Voices of Engagement: A Malaysian School Perspective Katina Tan (PhD Candidate) Emerging Researchers’ Conference September 2021 Photo courtesy of Yayasan AMIR.
- 2. Voices of Engagement: A Malaysian School Perspective Background 2 General Information about Malaysia Population: 32.6 million people Language: Bahasa Melayu (Official Language) English (Second Language) Malaysian K-12 Public School Context Source: Quick Fact 2020, Ministry of Education Malaysia [https://moe.gov.my/en/penerbitan/3719-quick-facts- 2020/file] Source: http://mapsnworld.com/malaysia/where-is-malaysia.html]
- 3. Voices of Engagement: A Malaysian School Perspective About the Research 3 Research objectives To provide a working definition of student engagement that is: • An articulation from within the context it represents; • Culturally responsive; • Informed directly by local practitioners in their own voice; and • Sensitive and takes into consideration cultural norms and language nuances Research question How is student engagement described in the Malaysian public school context? Theoretical framework and the main concepts Drawing on Christenson & Reschly’s (2010) Check & Connect model, student outcomes (academic achievement, school attendance and ratings of social skills) are a function of student engagement, which in turn, is impacted by contextual factors such as gender, socio-economic status, community characteristics, and household characteristics (Reschly & Christenson, 2012). Check & Connect researchers theorized that engagement is both an outcome and a process (Reschly & Christenson, 2012, p. 9) and support the belief that understanding students’ perspective is essential for change in student learning and behavior. The Check & Connect model of engagement adopts the definition advanced by Fredricks, Blumenfeld, & Paris (2004) which covers three related dimensions; behavioral, emotional and cognitive engagement.
- 4. Voices of Engagement: A Malaysian School Perspective Methods 4 Two-phase study Phase 1: Interviews 22 teachers were asked: • To define student engagement; • How they knew when their students were engaged; • To describe a recent scenario where students were engaged, and; • To describe a recent scenario where they were not The interviews were audio-recorded, transcribed, translated and thematically analysed. Phase 2: Online Survey The guiding research question for this phase is: To what extent do the student engagement questions reflect a culturally responsive definition for Malaysian public school students? 4 teachers were asked to provide detailed comments on a series of student engagement questions as part of a survey paneling process. Where comments were provided in Bahasa Melayu (official language), these were translated, and thematically analyzed.
- 5. Voices of Engagement: A Malaysian School Perspective Findings and Discussion 5 Findings When the data was analysed across the two phases, two key themes emerged: Theme 1: Malaysian teachers described student engagement in a complex, multi- faceted and context-dependent way Theme 2: Malaysian teachers perceived student engagement as highly relational and socially nuanced Discussion The results suggest that whilst Malaysian teachers described engagement broadly with behavioral, emotional, cognitive and social aspects, there is a distinct cultural response which emphasizes social and relational characteristics. The modifications suggested by the teachers in Phase 2 highlight the cultural distinction explored by Singelis (1994). Singelis defines the independent self-concept, often associated with individualistic cultures, as having a “bounded, unitary, and stable self that is separate from social context”. An interdependent self-concept, which is more akin to collectivist cultures, is defined as having a “flexible, variable self that emphasizes statuses,. . . roles, and relationships, belonging and fitting in, [and] being indirect in communication” (Singelis, 1994, p. 581). The student engagement questions presented to the teachers were framed using an independent lens (neutral voice that is separate from social context), whilst teachers reviewing the questions were applying an interdependent lens, focusing on status, roles and relationships. This finding is worth deeper consideration if engagement theories and frameworks are to be applied efficaciously in a Malaysian context. This study offers a ground-level perspective of engagement in Malaysian schools. By analyzing the voices of teachers, we can better understand engagement in a way that is sensitive to language, social norms and identity. As a Malaysian citizen-scholar and education researcher, it is both a responsibility and a privilege to provide this perspective amid the multiplicity of voices in the engagement discourse.
- 6. Voices of Engagement: A Malaysian School Perspective References Christenson, S. L., & Reschly, A. L. (2010). Check & Connect: Enhancing school completion through student engagement. In E. Doll & J. Charvat (Eds.), Handbook of prevention science. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Christenson, S., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. [electronic resource]. New York : Springer, c2012. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, (1), 59. Singelis, T. M. (1994). The measurement of independent and interdependent self-construals. Personality & Social Psychology Bulletin, (5), 580. 6