Teachers' Perceived Readiness Towards Implementing English for Teaching Mathematics and Science
This research was an attempt to study the readiness of secondary school texherc ir! Sehrxp h hple.wnth,g Teachings for Mathematics and Science. The main objectives of the study were to determine the level of teachers' perceived readiness and validate the Confirmatory Factor Analysis (CFA) m...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English English |
| Published: |
2005
|
| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/6531/1/FPP_2005_31.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This research was an attempt to study the readiness of secondary school
texherc ir! Sehrxp h hple.wnth,g Teachings for Mathematics
and Science. The main objectives of the study were to determine the level
of teachers' perceived readiness and validate the Confirmatory Factor
Analysis (CFA) model for the four constructs measuring teachers'
readiness. There were nine research questions posed in order to achieve
the objectives.
The research design was a descriptive research and the data were
collected using questionnaires. The study followed a survey method
which used a multi-stage sampling technique to select 210 form one and
two Mathematics and Science teachers. Both descriptive and inferential
statistics were used to analyze the data of the study.The results of this study had thrown light on teachers' perceived readiness
in implementing the new educational reform. It appeared all of the
respondents had perceived moderate to high level of overall teachers'
readiness. A majority of them had high perception .level in attitude, and
content knowledge. A majority of them had a moderate perception level in
Information and Communication Technology (ICT) skills and English
Language skills. None of the respondents was at low perception level
except for the (ICT) skills construct. This result gives a scenario that
though the respondents seemed to have perceived the right attitude,
sufficient English Language proficiency, and high content knowledge for
implementing ETeMS, they were still lacking in ICT skills especially in the
web-based activitiest for emfile m d i n-d rpaiving Q-~T\&, surfkg the
internet and chatting and the utilization of software.
For the demographic variables, it was found that school localrty, subject
taught, gender, ethnic groups, professionall academic qualifications and
training did not have any significant differences in the overall teachers'
readiness except the age groups. The younger group, respondents' age
25 to 30 years old perceived that they performed the highest in the ICT
skills and overall teachers' readiness among the older groups.
There are statistical significant differences in ethnic groups: The Malay
teachers show the highest perception in new technology and ICT. The Indian teachers are the most proficient in perceived English Language
skills and the Chinese perceived themselves as the most knowledgeable
towards the implementation of ETeMS.
Three indices were used to examine the goodness-of-fit of the proposed
model: (a) the Chi-square (CMINIDF); (b) baseline comparisons: Bentler-
Bonnett Normed-Fit lndex (NFI), Incremental Fit lndex (IF]) and
Comparative Fit lndex (CFI); and (c) the Root Mean Square Error of
Approximation (RMSEA). The data had demonstrated that the model was
an acceptable model with 2 < (CMINIDF) < 5, IF1 and CFI > .90 (Bentler &
Bonnet, 1980), and RMSEA < 1.0 and data significantly to support the
model. |
|---|