Pengajaran Dan Pembelajaran Sains Dan Matematik Dalam Bahasa Inggeris (PPSMI): Suatu Isu Berulang

2012 ◽  
Author(s):  
Tuah Ishak ◽  
Mohini Mohamed
Keyword(s):  
Data Analysis ◽  
Key Words ◽  
Secondary Students ◽  
School System ◽  
Teaching Science ◽  
Complete Cycle ◽  
Higher Institution ◽  
And Mathematics ◽  
Faculty Of Education ◽  
The Impact

Dasar pengajaran dan pembelajaran Sains dan Matematik dalam bahasa Inggeris (PPSMI) telah dilaksanakan dalam sistem pendidikan di Malaysia sejak tahun 2003. Perlaksanaan polisi ini telah melalui satu kitaran. Pelajar sekolah yang mula belajar dalam tingkatan satu serta pelajar matrikulasi di pelbagai pusat pengajian tinggi di Malaysia telah menjejakkan kaki ke pusat pengajian tinggi khususnya di Universiti Teknologi Malaysia (UTM), Skudai, Johor. Kertas kerja ini akan memberi sedikit gambaran tentang kesan perlaksanaan polisi ini terhadap pelajar di beberapa buah fakulti yang diambil secara rawak di UTM. Kajian ini meneliti kesan polisi PPSMI terhadap tiga aspek, iaitu kesediaan, minat dan keyakinan dalam kalangan pelajar UTM. Seramai 309 orang pelajar tahun tiga daripada Fakulti Pendidikan, Fakulti Sains dan Fakulti Kejuruteraan Mekanikal di UTM telah dijadikan sampel dalam kajian ini. Alat kajian yang digunakan untuk mengukur tahap kesediaan, minat dan keyakinan pelajar adalah set soal selidik yang mengandungi 34 item berskala Likert yang mempunyai lima pilihan respon beserta dua soalan terbuka. Nilai kebolehpercayaan alat kajian adalah α = 0.895. Analisis statistik deskriptif dan inferensi telah digunakan dalam tatacara menganalisis data. Secara keseluruhannya, tahap kesediaan, minat dan keyakinan pelajar adalah pada tahap sederhana dan kurang memuaskan. Walau bagaimanapun, majoriti pelajar bersetuju dengan pelaksanaan polisi terbabit dan menyatakan bahawa PPSMI penting bagi peningkatan penguasaan Bahasa Inggeris untuk kejayaan dalam kerjaya dan masa depan mereka. Kata kunci: Pengajaran dan pembelajaran sains dan matematik dalam bahasa Inggeris (PPSMI); kesediaan; minat; keyakinan; pusat pengajian tinggi The controversial policy of teaching Science and Mathematics in English (ETeMS) was implemented in the Malaysian school system since 2003. This policy had passed through a complete cycle where form one secondary students and Malaysian Matriculation College who were affected by this policy have entered higher institution of education specifically in Universiti Teknologi Malaysia (UTM), Skudai, Johor. This paper will give an insight of the impact of the policy on the students affected based on sample of students taken at random in several faculties in UTM. This study focused on the impact of ETeMS on three aspects: student’s readiness, enthusiasm and confidence. A total of 309 third year students from Faculty of Education, Faculty of Science and Faculty of Mechanical Engineering were taken as samples. An instrument to measure the level of student’s readiness, enthusiasm and confidence was a questionnaire containing 34 items with five choices of response using Likert scale along with two open–ended questions. Reliability value of the instrument was α = 0.895. Descriptive and inferential statistics were used in the data analysis. As a whole, the result showed that the level of student’s readiness, enthusiasm and confidence were average and less satisfactory in scores. However, the majority of the students agreed with the implementation of the policy and stated that ETeMS is instrumental in improving their command of English and is neccessary for their future undertakings. Key words: Teaching science and mathematics in English (ETeMS); readiness; enthusiasm; confidence; higher institution of education

scholarly journals The dynamics of external provision in physical education

2021 ◽  
pp. 1356336X2110659
Author(s):  
Jessica Mangione ◽  
Melissa Parker ◽  
Mary O'Sullivan
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Primary School ◽  
School System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Course Of Action ◽  
The Impact ◽  
Educational Field ◽  
Selection Of

Neoliberalism is a pervasive phenomenon. A fundamental neoliberal concept allows for the selection of the best and most suitable option available for a specific course of action in any aspect of society. Not unexpectedly, the educational field, including physical education (PE), has been influenced by neoliberal ideas. A key element of neoliberalism in PE is the selection of workers external to the school system, as a suitable option to improve the educational experience. The involvement of external workers increases the diversity of stakeholders in the school system, who, with their actions and decisions, have the potential to influence the content and status of PE in schools. The purpose of this study was to understand the external provision infrastructure supporting PE in an Irish primary school. Specifically, we used network ethnography to understand the structure and the impact of external provision on school PE. Participants included two primary school teachers, the school PE coordinator and one PE external provider. Data analysis resulted in two themes. The first theme refers to the structure of the external provider system, and the second to the dynamics of the network between the main stakeholders. Taken together, a well-established external provision network in the school is revealed but the structure of the network, as designed, is not supporting PE as intended by the Irish educational system.

scholarly journals An investigation into the impact of career guidance on career choice of secondary students in Botswana

2020 ◽  
Vol 7 (1) ◽  
pp. 384-398
Author(s):  
Reginald Oats ◽  
Yewande Rukewe
Keyword(s):  
Career Choice ◽  
Secondary Students ◽  
Career Guidance ◽  
Planning Process ◽  
Career Information ◽  
Individual Interviews ◽  
Higher Institution ◽  
Career Needs ◽  
Senior Secondary Schools ◽  
The Impact

This is a qualitative study undertaken through a case study design. The study was carried out to investigate into the impact of career guidance on career choice of secondary students in Botswana. Data was collected from form 5 students, guidance & counselling teachers and principals at four (4) private senior secondary schools in Gaborone using a focus group interview, individual interviews and a qualitative-questionnaire. The study was inspired by the quest to understand the impact of career guidance and information provided in secondary in determining career choice of students in schools. The Systems Theory Framework (STF) was used as a guide the study. The findings reveal the absence of a robust career guidance programmes and practices in most of the schools. In schools with career guidance programmes, these were found wanting. Students show their awareness on subject combination and requirements for entry into higher institution in their responses. However, majority of the participants did not have enough career information as expected of students at their final stage of secondary education. The study concludes that due to the dynamic nature of career choice and planning process, career decision of students are influenced by various factors and that as such students need career guidance and information in order to make informed and wise decisions. Thus, in light of findings from this study we recommend that systematic guidance programmes which will adequately address the career needs of learners be developed and provided in schools.

The Impact of Aboriginal Education Assistants (AEAS) in New South Wales Public Schools

1990 ◽  
Vol 18 (5) ◽  
pp. 44-53
Author(s):  
Wayne Scott
Keyword(s):  
Public Schools ◽  
School System ◽  
New South ◽  
New South Wales ◽  
Aboriginal Education ◽  
Aboriginal Students ◽  
South Wales ◽  
And Mathematics ◽  
The Impact ◽  
Vocational Aspirations

A considerable amount of research attests to the difficulties experienced by Aboriginal students in the school system of New South Wales. Coker (1981) states that Aboriginal students more than any other identificable group in Australia score consistently lower in basic skills tests involving reading, writing and mathematics. McConnochie (1973) suggests that the failure of Aboriginal students at school is primarily the fault of the school system and not the student. Institutions tend to debase the student’s self-concept and the group with whom they identify. This process contributed to the students’ low self-esteem and further contributed to low vocational aspirations and academic achievement.

INDONESIA LANGUAGE INTERFERENCE FORM IN BASIC PPL LEARNING THAILAND UNHASY COLLEGE SYUDENTS

2020 ◽  
Vol 8 (2) ◽  
pp. 38
Author(s):  
Siti Mariana Ulfa
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Teaching Practice ◽  
Data Presentation ◽  
Analysis Techniques ◽  
Thai Students ◽  
The Impact ◽  
Collection Methods ◽  
Recording Techniques

AbstractHumans on earth need social interaction with others. Humans can use more than one language in communication. Thus, the impact that arises when the use of one or more languages is the contact between languages. One obvious form of contact between languages is interference. Interference can occur at all levels of life. As in this study, namely Indonesian Language Interference in Learning PPL Basic Thailand Unhasy Students. This study contains the form of interference that occurs in Thai students who are conducting teaching practices in the classroom. This type of research is descriptive qualitative research that seeks to describe any interference that occurs in the speech of Thai students when teaching practice. Data collection methods in this study are (1) observation techniques, (2) audio-visual recording techniques using CCTV and (3) recording techniques, by recording all data that has been obtained. Whereas the data wetness uses, (1) data triangulation, (2) improvement in perseverance and (3) peer review through discussion. Data analysis techniques in this study are (1) data collection, (2) data reduction, (3) data presentation and (4) conclusions. It can be seen that the interference that occurs includes (1) interference in phonological systems, (2) interference in morphological systems and (3) interference in syntactic systems. 

Narrative, Intertext and Allusion in the Qur'anic Presentation of Job

1999 ◽  
Vol 1 (1) ◽  
pp. 1-25 ◽  
Author(s):  
A. H. Johns
Keyword(s):  
Key Words ◽  
Complex Network ◽  
Key Words And Phrases ◽  
Divine Revelation ◽  
Western Tradition ◽  
Islamic Tradition ◽  
The Impact ◽  
The Way

Job (Ayyūb) is a byword for patience in the Islamic tradition, notwithstanding only six Qur'anic verses are devoted to him, four in Ṣād (vv.41-4), and two in al-Anbiyā' (vv.83-4), and he is mentioned on only two other occasions, in al-Ancām (v.84) and al-Nisā' (v.163). In relation to the space devoted to him, he could be accounted a ‘lesser’ prophet, nevertheless his significance in the Qur'an is unambiguous. The impact he makes is achieved in a number of ways. One is through the elaborate intertext transmitted from the Companions and Followers, and recorded in the exegetic tradition. Another is the way in which his role and charisma are highlighted by the prophets in whose company he is presented, and the shifting emphases of each of the sūras in which he appears. Yet another is the wider context created by these sūras in which key words and phrases actualize a complex network of echoes and resonances that elicit internal and transsūra associations focusing attention on him from various perspectives. The effectiveness of this presentation of him derives from the linguistic genius of the Qur'an which by this means triggers a vivid encounter with aspects of the rhythm of divine revelation no less direct than that of visual iconography in the Western Tradition.

The Ins and Outs of Teamworking: When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning

2018 ◽  
Vol 5 (3) ◽  
pp. 185-193
Author(s):  
Dolors Masats ◽  
Paula Guerrero
Keyword(s):  
Secondary Students ◽  
Collaborative Action Research ◽  
Team Work ◽  
Professional Skills ◽  
Secondary English ◽  
Research And Innovation ◽  
Learning Success ◽  
Teachers Professional Development ◽  
Agent Of Change ◽  
The Impact

Abstract Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students’ learning success.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

Household and Population-Level Behavioural Changes Due to COVID-19 Pandemic: A Smart Thermostat Based Comparative Data Analysis

2021 ◽  
Vol 10 (1) ◽  
pp. 1-6
Author(s):  
Kirti Sundar Sahu ◽  
Arlene Oetomo ◽  
Niloofar Jalali ◽  
Plinio P. Morita
Keyword(s):  
Data Analysis ◽  
Population Level ◽  
World Health ◽  
Motion Sensors ◽  
Household Level ◽  
Work From Home ◽  
Significant Difference ◽  
Health Organization ◽  
Smart Thermostat ◽  
The Impact

The World Health Organization declared the coronavirus outbreak as a pandemic on March 11, 2020. To inhibit the spread of COVID-19, governments around the globe, including Canada, have implemented physical distancing and lockdown measures, including a work-from-home policy. Canada in 2020 has developed a 24-Hour Movement Guideline for all ages laying guidance on the ideal amount of physical activity, sedentary behaviour, and sleep (PASS) for an individual in a day. The purpose of this study was to investigate changes on the household and population-level in lifestyle behaviours (PASS) and time spent indoors at the household level, following the implementation of physical distancing protocols and stay-at-home guidelines. For this study, we used 2019 and 2020 data from ecobee, a Canadian smart Wi-Fi thermostat company, through the Donate Your Data (DYD) program. Using motion sensors data, we quantified the amount of sleep by using the absence of movement, and similarly, increased sensor activation to show a longer duration of household occupancy. The key findings of this study were; during the COVID-19 pandemic, overall household-level activity increased significantly compared to pre-pandemic times, there was no significant difference between household-level behaviours between weekdays and weekends during the pandemic, average sleep duration has not changed, but the pattern of sleep behaviour significantly changed, specifically, bedtime and wake up time delayed, indoor time spent has been increased and outdoor time significantly reduced. Our data analysis shows the feasibility of using big data to monitor the impact of the COVID-19 pandemic on the household and population-level behaviours and patterns of change.

Sign in / Sign up

Export Citation Format

Share Document