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

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

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.c4250.118419 ◽

2019 ◽

Vol 8 (4) ◽

pp. 13-15

Keyword(s):

Secondary School ◽

Mathematics Teachers ◽

Dual Language ◽

Pearson Correlation ◽

Teaching Experience ◽

Kuala Lumpur ◽

Input Process ◽

Survey Form ◽

And Mathematics ◽

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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OBSTACLES OF APPLYING SCIENCE AND MATHEMATICS TEACHERS’ OF FUTURE SKILLS IN BASIC EDUCATION SCHOOLS IN THE SULTANATE OF OMAN FROM THE POINT OF VIEW OF TEACHERS AND EDUCATIONAL SUPERVISORS

RIMAK International Journal of Humanities and Social Sciences ◽

10.47832/2717-8293.15.26 ◽

2022 ◽

Vol 04 (01) ◽

pp. 346-364

Author(s):

Humaid Muslem ALSAIDI ◽

Khalid Juma ALSHIDI

Keyword(s):

Mathematics Teachers ◽

Basic Education ◽

Arithmetic Mean ◽

Average Degree ◽

Point Of View ◽

Sultanate Of Oman ◽

Female Teachers ◽

And Mathematics ◽

Level Of Significance ◽

Science And Mathematics Teachers

This study aimed to show the obstacles that prevent the employment of science and mathematics teachers in employing future skills in basic education schools. A sample of (157) male and female teachers, and (51) supervisors. The results of the study revealed that the degree of obstacles faced by science and mathematics teachers in employing future skills in basic education schools in the Sultanate of Oman. From the point of view of teachers and educational supervisors, it came to a large extent with an arithmetic mean (3,64). The results also indicated that there were no statistically significant differences at the level of significance (α = 0.05) between the average degree of obstacles due to job variables, while the results indicated that there were statistically significant differences at the level of significance (α = 0.05) between The average degree of obstacles is due to the variable of specialization in favor of mathematics teachers. The researchers recommended the necessity of urging teachers to apply modern teaching strategies and assessment activities that focus on future skills, and to reduce administrative burdens on teachers.

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Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

GATR Global Journal of Business Social Sciences Review - GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.7(1) Jan-Mar 2019 ◽

10.35609/gjbssr.2019.7.1(11) ◽

2019 ◽

Vol 7 (1) ◽

pp. 91-97

Author(s):

Ashairi Suliman ◽

Mohamed Yusoff Mohd Nor ◽

Melor Md Yunus

Keyword(s):

Secondary Schools ◽

Teaching And Learning ◽

Dual Language ◽

English Language ◽

Jel Classification ◽

Student Perspective ◽

Mathematics Students ◽

Programme Implementation ◽

Policy Makers ◽

And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

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