Research on High School in Cambodia boundary

2/12/2024 Research Proposal/Group Presentaion 1
INTRODUCTION
 Education is the process by which people acquire knowledge,
skills, habits, values, or attitudes, and helps people become
useful members of society, and get out of life.
 In 1893 the high school was formed under the support of
Mr. François Fontaine. It was originally named Protectorate
College. At that time, the college was located north the Main
Hospital (Pet Thom).
 In 1911, the college was renamed Preah Sisowath College.
 In 1935, upgraded to a high school, The high school Principal
had always been a French citizen until 1958.

INTRODUCTION (Cont.)
 In 1950, the school moved to its present location following the
royal [land] donation by His Majesty Sisowath. It occupies a
four-hectare area.
 In 1970 the high school was changed to October 9 High
School.
 In 1974 it was again renamed as Phnom Daun Penh High
School.
 1975- 1979 it was savagely destroyed and changed its original
function to be an army warehouse.
 In 1980 MoEYS it was officially reopened on January 21, 1980
under the name of Phnom Daun Penh High School.
 In 1993, the name was changed to Preah Sisowath High
School.

INTRODUCTION (Cont.)
 During the 1979-1980 school years, the high school counted
a total of 276 students, including 58 female students. In that
same period, there were a total of 16 personnel, 2 of which
were women.
 In the 2004-2005 school years, the total number of students
increased to 7,740, including 3,356 female students. The high
school counted 136 classrooms and 301 teaching personnel,
116 of which are women. Preah Sisowath High School is
very proud in the exam results achieved by the students. For
example, during the preceding academic year 2003-2004:

STATEMENT OF RESEARCH
PROBLEMS
The problem statements will state on the methods
of teaching and the quality of education under the
control of the Municipality of Education Youth and
Sport and MoEYS
– Which are the strong and weak points of teaching
mathematics from grade 10 to grade 12 at Preah Sisowath
High School?
– Which points of teaching observed seem to have more
weak points?

OBJECTIVES OF THE RESEARCH
This research focuses on the teaching methodology
in high school, particularly researchers observed
strong and weak points of teachers’ teaching
mathematincs in grade 10 through grade 12 in
academic year 2004-2005.

CONCEPTUAL FRAMEWORK
Problems
Education in
High School
Solutions
- Techniques of
Teaching
Mathematics
- Observation in
teaching
mathematics
Outcome
Strong And Weak
Points
• Lesson Plan
• Teaching Procedures
• Classroom
Management
• Teacher’s Evaluation
• Teacher’s Knowledge
• Teacher’s Character

SIGNIFICANCE OF THE STUDY
 We can find out good ways to transfer knowledge from the
teachers to the students efficiently and effectively, and how
students themselves can learn in order to get good quality of
education from schools.
 The teachers can evaluate, correct, and learn experience
from each other to improve their teaching skills and
knowledge by observing or doing the research because we
have monthly observation in the laboratory class and
monthly meeting with all professional teachers there.

Chapter 2: Related Literature
Education System
• National Schemes:
– Cambodia is trying to develop its human resources in
order to reconstruct the country and integrate it into the
regional and global community. The government and
international community are working together to achieve
the Education for All (EFA) goals by 2015.
– The objective of Cambodian Educational System is to
fully develop children in all aspects of qualities, mentally
and physically.

Education System…
• Structure of Education System
– Activities and services delivered by MoEYS cover the
entire country, ranging from central to school levels. The
total number of teaching and administrative staff at all
levels is about 80,000, or almost half the total number of
civil servants in the whole country.

EDUCATION STRATEGIC PLAN (ESP)
• This ESP 2004-08 is designed to set out a phased and rolling
program of priority education policy and strategy reform for
the next five years.
• According to the Rectangular Strategy of the Royal
Government of Cambodia. The ESP 2004-08 also gives
greater emphasis to the expansion of non-formal education
skills training for young people, expanding upper secondary
and post-secondary education opportunities through a well-
regulated partnership between the Government, parents,
communities and the private sector.

POLICIES ON EDUCATION DEVELOPMENT
MoEYS defines four major policies as follows:
• Nine years of basic general education available throughout
the country, and developing new opportunities for
functional literacy
• Modernizing and improving the quality of the educational
system through effective reforms
• Linking education and training development with the socio-
economic requirements and the labour market
• Rehabilitating and developing the youth and sport sub-
sectors in both formal and non-formal education systems.

PSYCHOLOGY OF TEACHER
• Teaching is necessary for the teacher in the society.
Psychological pedagogy is trained t the teacher, and
it has many good points in education such as:
– Psychological Pedagogy
– Teaching Methodology
– Knowledge
– Experience in teaching
– Hard work and Calm and Patient
– Pedagogical Arts in Teaching and educating:

PEDAGOGICAL CYCLE
• Structure. The teacher provides information,
provides direction, and introduces the topics.
• Question. The teacher asks a question.
• Respond. The student answers the question, or ties
to
• React. The teacher reacts to the student’s answer
and provides feedback

Structure
Question
Respond
React

CAPACITY OF THE TEACHER
• Capacity for teaching: Teachers and professors
should have four kinds of capacity for teaching
students as follows:
– Ability to understand the various characteristics of the
students
– Ability to transfer knowledge to students.
– Ability to prepare and reform the documents and lessons
to be taught to students
– Ability to understand and to research any experience and
documents.

• Capacity for education: Teacher must have the capacity for
transferring documents in preparing the lesson to teach
students. Teacher understands the capacity of the students in
order to arrange some points on which students have e
problems.
In teaching hours the teacher and the students should:
• simplify the lessons to match the students’ understanding. “Man
who can make hard things easy is the educator.” by Ralph Waldo
Emerson.
• strengthen students’ knowledge
• understand the lessons well.
• flexible with students’ capacity. This means that the teacher is
smart to explain the lessons to both clever and not very clever
students.
• pay great attention to poor students before smart students.

• Capacity for organizing students: To understand
the feelings of the students, their characteristics,
their attitudes is necessary for teachers, so be fore
the teacher teach the students they must prepare the
lessons which are compatible with the students’
understanding

CAPTER 3: METHODOLOGY
RESEARCH DESIGN
According to the research topic, the descriptive
research design is significantly used to gather data
and information on teaching methodology, especially
strong and weak points of teaching mathematics in
academic year 2004-2005. This research used this
data to analyze and interpret the results.

RESPONDENTS
For this research, mathematics teacher who observed
and evaluated were considered as the respondents.
Observation and evaluation can help us find out
strong and weak points of teaching, and then we
discussed later about the best way to teach, correct
mistakes, and share the ideas together with the head
of professional teacher and all mathematics teachers
at the monthly technical discussion .

SAMPLE AND POPULATION
The population is 42: 15 teachers teach grade
10, 12 teachers teach grade 11, and 15 teachers
teach grade 12. One teacher from each grade
was observed monthly from December 2004
to May 2005; therefore, 18 teachers observed
were considered as a sample.

SAMPLING TECHNIQUE
In this research, the sampling method we use is non-
probability. We observed teachers from each grade
(grade 10-12) for six months from December 2004
to May 2005 to find out bad and good points of
teaching
Population Sample size
Grade 10 15 40% = 6
Grade 11 12 50% = 6
Grade 12 15 40% = 6

RESEARCH INSTRUMENT
 The primary data was collected from the evaluation
papers of working group over the year.
The secondary data were collected from internet,
books, MoEYS’ documents and other related files.
All the data were used as the instrument of the
research.

DATA GATHERING PROCEDURE
Based on the primary data such as the information
about strong and weak points of teaching which will
be collected to analyze. To get this data we observed
the teachers’ activities during teaching hours in class
every month and marked them in observing papers.
And some information on teaching points was
offered by the head of mathematics teachers, and
other sources like any documents given by
experienced teachers and the others from the
Internet.

STATISTICS TOOL
In this research the sample data will be
computerized to analyze into the whole
population. Descriptive method is
implemented to find out the strong and weak
points of teaching based on methodology.

CHAPTER 4: Presentation of Findings
• Observation was focused on six points:
– Lesson plan
– Teaching Procedures
– Classroom Management
– Teacher’s Evaluation on Students’ learning
– Teacher’s Knowledge
– Teacher’s ideal character.

Teaching Points Observed for Grade 10
No.
Points observed Dec Jan Feb Mar Apr May Ave.
1 Lessons Plan 100% 80% 93% 60% 87% 80% 83%
2
Teaching
procedure
87% 73% 71% 56% 93% 73% 76%
3
Classroom
Management
80% 67% 93% 53% 93% 80% 78%
4
Teacher' s
Evaluation
80% 67% 93% 53% 93% 80% 78%
5
Teacher’s
Knowledge
88% 80% 80% 32% 80% 72% 72%
6
Teacher’s
Character
96% 80% 80% 32% 80% 80% 75%

No Points observed Dec Jan Feb Mar Apr May Ave.
1 Lessons Plan 60% 53% 100% 67% 87% 73% 73%
2
Teaching
procedures
73% 67% 89% 67% 96% 73% 77%
3
Classroom
management
67% 67% 100% 67% 93% 80% 79%
4
Teacher' s
Evaluation
67% 67% 100% 67% 93% 80% 79%
5
Teacher’s
Knowledge
72% 64% 100% 64% 80% 72% 75%
6
Teacher’s
Character
72% 72% 100% 56% 80% 80% 77%

No Points Observed Dec Jan Feb Mar Apr May Ave.
1 Lessons Plan 73% 80% 100% 93% 70% 100% 86%
2
Teaching
procedures
89% 98% 89% 80% 89% 100% 91%
3
Classroom
management
80% 100% 100% 80% 73% 100% 89%
4
Teacher's
Evaluation
93% 93% 100% 67% 67% 100% 87%
5
Teacher’s
Knowledge
80% 76% 100% 64% 64% 88% 79%
6
Teacher’s
Character
88% 80% 100% 56% 72% 96% 82%

• We know that all the teachers observed had some
good points and some bad points. But lesson plan,
classroom management and teacher’s evaluation on
the students’ learning seem to have more good
points, and the teachers seemed to have more weak
point on teaching procedures, teacher’s activities, and
the teacher’s character.

CHAPTER 5: CONCLUSION
• The evaluation of teaching performance is a very important tool for
the estimation of transfers’ knowledge from the teachers to the
students, so this activity must be perfectly implemented for every
educational sector.
• The improvement of teaching requires not only the teaching
performance but it must involve in everybody in the society because
the contribution of each individual would motivate the teachers and
the students to work more effectively and efficiently as well as the
improvement of the quality of education in our country.

CONCLUSION Cont…
• As we have discussed above, we have seen that the
evaluation of teaching performance is very
important for the improvement of education ability
and learning ability. The weak points found are
subjects to be improved in next steps and the strong
points found are subjects to be maintained for better
quality of education.

RECOMMENDATION
In my recommendation is that in order to improve
the quality of education in Cambodia we will point
out some important recommendation as follows:
• The MoEYS should set teaching as more challenging
and encourage all teachers to join this activity.
• Training should be provided to teachers in order to
respond on time to development of the world.

RECOMMENDATION Cont…
• Teaching materials are also important in teaching that we
should consider, and salary should be increased for the
teachers.
• Contribution of the communities, society, students’ parents,
and the students themselves are also important in this
activity.
• In response to globalization principals, MoYES should
established exchanges teachers with foreign country in order
to exchange experience and knowledge and as well as the
cultures

Bibliography
• Bibliography
– www.cambodiacic.org
– http://www.moeys.com
– http://cambodiacic.org/articledetail.asp?req_id=9841&loc_i
d=def_01
– Sadker Myra Pollack. (1997) TEACHERS, SCHOOLS,
AND SOCIETY. McGraw-Hill. Fourth Edition, the
U.S.A.

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