An Evaluation of the Implementation of the Dual Language Programme (DLP) among Science and Mathematics Teachers

The Dual Language Programme (DLP) is a programme introduced under the foundation of Memartabatkan Bahasa Malaysia Memperkukuh Bahasa Inggeris (MBMMBI). The DLP was first implemented in 2016 at selected schools. As such, researchers had conducted a study to evaluate the implementation of the DLP for science and mathematics which has been used in secondary school based on the CIPP model from the aspect of context, input, process and product. The first objective of this research is to identify the level of context, input, process and product dimensions of the DLP. The second objective is to identify the relationship among the level of context, input, process and product dimensions during the implementation of the DLP with the teachers’ teaching experience. The third objective is to identify the advantages, weaknesses, challenges and suggestions by science and mathematics teachers in realising the DLP. This research had involved 210 teachers who taught science and mathematics in secondary school in Zone Keramat, Kuala Lumpur. This research was conducted using the survey form and interview questions as the research instruments. The data gathered from the research has been analysed using descriptive and inferential statistics by getting the value of the mean score and percentage and also the analysis of Pearson correlation. The data collected from interview were transcribed and analysed using Nvivo software. The result showed that the level of context, input and product dimensions were average while the level of process dimension was high. The research hypothesis was accepted where there was no relationship between context, process and product dimensions with the teachers’ teaching experience. From the interview, we found that the DLP has its advantages and also disadvantages, but the essential steps have been proposed in this research. In conclusion, this research has given a new contribution to science and mathematics teachers in Malaysia to evaluate and improve the implementation of the DLP as whole.

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An Opinions of secondary school science and mathematics teachers on STEM education

World Journal on Educational Technology Current Issues ◽

10.18844/wjet.v10i1.3120 ◽

2018 ◽

Vol 10 (1) ◽

pp. 52

Author(s):

Bekir Yildirim ◽

Cumhur TÃ¼rk

Keyword(s):

Middle School ◽

Secondary School ◽

Science Teachers ◽

Stem Education ◽

Mathematics Teachers ◽

School Science ◽

Middle School Science ◽

Secondary School Science ◽

And Mathematics ◽

Science And Mathematics Teachers

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.

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A proposed program in light of the requirements of the Integrated Science Approach (STEM) to develop the professional and academic performance of secondary school science and mathematics teachers

International Journal of research in Educational Sciences ◽

10.29009/ijres.4.2.6 ◽

2021 ◽

Vol 4 (2) ◽

pp. 195-288

Author(s):

Mansour El seidy ◽

◽

Iman Alazab ◽

Keyword(s):

Academic Performance ◽

Secondary School ◽

Stem Education ◽

Mathematics Teachers ◽

School Science ◽

Professional Performance ◽

Integrated Science ◽

Science Technology ◽

And Mathematics ◽

Science And Mathematics Teachers

The current study aimed to identify the effectiveness of a proposed program to develop the professional and academic performance of science and mathematics teachers in the light of the entrance to the integration between science, technology, engineering and mathematics (STEM), by preparing a list of requirements for building a proposed program for science and mathematics teachers in the light of STEM education, and from Then building the proposed program based on these requirements, and the researchers used the descriptive analytical approach to describe and analyze research and studies related to the study problem and prepare the proposed concept for the training program, and the study reached a list of professional and academic development requirements for science and mathematics teachers in the light of (STEM) divided into four main axes In light of these requirements, a proposed conceptualization of the program was built, and the program was implemented through a note card to know its effectiveness, and the study found that there are statistically significant differences at the level of (0.01≥ α) between the average scores of science and mathematics teachers in the post and pre-implementation applications of the professional performance note card And the academic of the study sample group in favor of the post application.

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Teachers’ Perception on the Implementation of Dual Language Programme (DLP) in Urban Schools

Asian Social Science ◽

10.5539/ass.v15n1p24 ◽

2018 ◽

Vol 15 (1) ◽

pp. 24

Author(s):

Nadiah Binti Has Bullah ◽

Melor Md Yunus

Keyword(s):

Urban Schools ◽

Mathematics Teachers ◽

Dual Language ◽

English Language ◽

Descriptive Analysis ◽

Point Of View ◽

Teaching Resources ◽

Interview Session ◽

And Mathematics ◽

Science And Mathematics Teachers

Today, English Language has become the language of communication in every area which includes economics, politics, technologies as well as education. It also has been placed as a second language in Malaysia due to its importance. Dual language programme (DLP) has been introduced and implemented in selected school since 2016 as an initiative programme to give the pupils the opportunity to use English Language in learning Science and Mathematics. It aimed to produce proficient pupils in the international lingua franca language. Thus, this study was conducted to examine the teachers’ perceptions towards the implementation of DLP and to identify the factors that affect the implementation of DLP in urban schools. English, Science and Mathematics teachers from urban schools that implemented DLP were selected as respondents for this study. In order to achieve the objectives of this study, a set of questionnaire was developed and interview session were conducted to gather their point of view. Data was analysed using descriptive analysis. The results from the questionnaires and interview were presented in tables and figures and showed that the teachers have positive perceptions towards the implementation of DLP. However, there were some challenges faced by the teachers such as lack of teaching resources and facilities. This study’s result aspires the ministry and DLP teachers to discover the possible solution to improve the implementing the programme.

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