The perceived contribution of civics and citizenship education in fostering citizenship characters : a study in selected schools in Selangor /
Malaysia is a multiracial, multicultural and multi-religious country. Education is the main medium used in forming a well knitted society and a harmonious and prosperous nation. Civics and Citizenship Education (CCE) is one of the subjects identified to serve this purpose. The aim of this study is t...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur :
Kulliyyah of Education, International Islamic University Malaysia,
2014
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/4184 |
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| LEADER | 040970000a22002770004500 | ||
|---|---|---|---|
| 008 | 140912t2014 my a g m 000 0 eng d | ||
| 040 | |a UIAM |b eng | ||
| 041 | |a eng | ||
| 043 | |a a-my--- | ||
| 050 | 0 | 0 | |a LC1091 |
| 100 | 1 | |a Mohaneswari a/p Nallappan | |
| 245 | 1 | |a The perceived contribution of civics and citizenship education in fostering citizenship characters : |b a study in selected schools in Selangor / |c by Mohaneswari a/p Nallappan | |
| 260 | |a Kuala Lumpur : |b Kulliyyah of Education, International Islamic University Malaysia, |c 2014 | ||
| 300 | |a xvi, 235 leaves : |b ill. ; |c 30cm. | ||
| 502 | |a Thesis (Ph.D)--International Islamic University Malaysia, 2014. | ||
| 504 | |a Includes bibliographical references (leaves 200-220). | ||
| 520 | |a Malaysia is a multiracial, multicultural and multi-religious country. Education is the main medium used in forming a well knitted society and a harmonious and prosperous nation. Civics and Citizenship Education (CCE) is one of the subjects identified to serve this purpose. The aim of this study is to find out the contribution of the CCE in fostering students' citizenship characters possession. Specifically, it investigates : 1) the main citizenship values stressed in the syllabuses of CCE and whether these are consistent with those outlined by Social Capital Theory 2) the main types of teaching methods suggested in the syllabuses and its consistence with the recognised practices; 3) the students' perception of their citizenship characters possession; 4) the contribution of CCE in moulding students' citizenship characters; and 5) whether there exists significant differences on the students' citizenship characters possession based on: gender, ethnicity, rural or urban residence, family income, father's and mother's highest academic qualification, parental concern and religious involvement. The study is primarily quantitative, using the survey method to find out the students' perception on the contribution of CCE and their perceived citizenship characters possession; document analysis to explore the content of the syllabuses; and interviews to seek selected respondents' view on the reasons for their possession or lacking of possession of the citizenship values. The sample for the study comprised 435 Form Four students from 10 selected secondary schools in the State of Selangor. The sample was selected using a two-staged random sampling. The instrument was adopted and adapted from Narayan and Cassidy (2001). The findings revealed that the syllabuses of CCE were found to be almost complete with all the important citizenship values suggested by Social Capital Theory with the exception of trustworthiness. All the recognised teaching methods were suggested in the syllabuses. It was also found that the students possessed more than satisfactory level of citizenship characters for: Patriotism, Generalised norm, Trustworthiness, Togetherness, Personal traits, Environmental awareness, Socialisation, Obedience to rules, Group characteristic and volunteerism. However, the value of Neighbourhood connection was found to be just at the satisfactory level. The respondents were found to perceive CCE has a strong positive impact on their citizenship characters possession. Finally, significant differences were found on the students' citizenship characters possession based on several variables: gender, ethnicity, rural or urban residence, parental concern and religious involvement. | ||
| 596 | |a 1 | ||
| 655 | 7 | |a Theses, IIUM local | |
| 690 | |a Dissertations, Academic |x Kulliyyah of Education |z IIUM | ||
| 710 | 2 | |a International Islamic University Malaysia. |b Kulliyyah of Education | |
| 856 | 4 | |u http://studentrepo.iium.edu.my/handle/123456789/4184 | |
| 900 | |a sbh-ls | ||
| 999 | |c 437671 |d 468631 | ||
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