Malaysia Fully Residential Schools (FRS) Science teachers' selection of technology tools for blended learning approach /
The aim of this study is to investigate how Science teachers in Fully Residential Schools (FRS) choose and use technology tools in implementing blended learning approach. In relation to this is to study other factors that facilitate teachers' decisions. A FRS in Selangor, Malaysia is chosen as...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Kuala Lumpur :
Kulliyyah of Education, International Islamic University Malaysia,
2017
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| Subjects: | |
| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| Summary: | The aim of this study is to investigate how Science teachers in Fully Residential Schools (FRS) choose and use technology tools in implementing blended learning approach. In relation to this is to study other factors that facilitate teachers' decisions. A FRS in Selangor, Malaysia is chosen as the case study that represents the case for all FRS in Malaysia. To represent the Science teachers, this study employs a purposive sampling technique where three experienced Science teachers of the FRS School were identified and selected. A Semi-structured interview was used to interview them. The outcome produced qualitative data and the analysis resulted in four themes namely technology tools used, reasons for choosing, factors that influence the choice, and how to use the tools. Meanwhile, two emerging themes that arose from the coding are the success factors and barriers in implementing blended learning. Indeed, the findings obtained from this study should serve as lessons learned that should either be avoided or replicated by other Science teachers of other FRS throughout Malaysia. In fact, this study highlights that the success of blended learning for science subjects in FRS is not determined purely by the teachers but by the students too. This study also proves the dual role by both teachers and students for effective learning in the blended learning process. Other added points that are equally important however are the school administration's vision played predominantly by the school principal and inevitably students' parental support. |
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| Physical Description: | xiii, 119 leaves : illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 80-84). |