Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia

As teachers are pressed to extend their craft to prepare more diverse students for the challenge of work and life beyond school, they are challenged to provide more authentic instructional contexts and activities. In order to be successful, teachers must be reflective and analytical about their own...

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Main Author:	Ismail, Irni
Format:	Thesis
Language:	English
Published:	2013
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/40642/5/irni%20IsmailMFP2013.pdf
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id	my-utm-ep.40642
record_format	uketd_dc
spelling	my-utm-ep.406422017-06-29T06:23:04Z Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia 2013-08 Ismail, Irni L Education (General) As teachers are pressed to extend their craft to prepare more diverse students for the challenge of work and life beyond school, they are challenged to provide more authentic instructional contexts and activities. In order to be successful, teachers must be reflective and analytical about their own practices. Toward this end, the study investigated instructional practices (IP) of teachers in Islamic religious schools in Kelantan, Malaysia. The focus was on these teachers’ IP while teaching subjects of Biology, Chemistry and Physics in Science Streaming Classes. The four instructional practices measured are Inquiry-Discovery (ID), Constructivism, Science Technology and Society (STS) and Mastery Learning and the analysis of data indicate high mean score, i.e., ID (M = 3.75), Constructivism (M= 3.94), STS (M= 3.70) and mastery learning (M = 3.75). This means to prove all 18 teacher participants in the study adopt these IPs. The study also focused on students’ achievement factors in terms of Motivation and Self-regulated learning (SRL). 233 students responded to two instruments; Students’ Motivation Toward Science Learning (SMTSL) by Tuan et al. (2005) and SRL scale by the Paul R. P and Elisabeth V. D. G, (1990) which was modified accordingly. A moderate level of motivation (M=2.38) and moderate level of SSRL (M=2.49) was recorded among students. The study therefore concludes that the heavy subject load of integrating both Islamic Religious and Science streaming curriculums do not hinder teachers to adopt various IPs, or students from being motivated and self-regulate their learning 2013-08 Thesis http://eprints.utm.my/id/eprint/40642/ http://eprints.utm.my/id/eprint/40642/5/irni%20IsmailMFP2013.pdf application/pdf en public masters Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Ismail, Irni Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
description	As teachers are pressed to extend their craft to prepare more diverse students for the challenge of work and life beyond school, they are challenged to provide more authentic instructional contexts and activities. In order to be successful, teachers must be reflective and analytical about their own practices. Toward this end, the study investigated instructional practices (IP) of teachers in Islamic religious schools in Kelantan, Malaysia. The focus was on these teachers’ IP while teaching subjects of Biology, Chemistry and Physics in Science Streaming Classes. The four instructional practices measured are Inquiry-Discovery (ID), Constructivism, Science Technology and Society (STS) and Mastery Learning and the analysis of data indicate high mean score, i.e., ID (M = 3.75), Constructivism (M= 3.94), STS (M= 3.70) and mastery learning (M = 3.75). This means to prove all 18 teacher participants in the study adopt these IPs. The study also focused on students’ achievement factors in terms of Motivation and Self-regulated learning (SRL). 233 students responded to two instruments; Students’ Motivation Toward Science Learning (SMTSL) by Tuan et al. (2005) and SRL scale by the Paul R. P and Elisabeth V. D. G, (1990) which was modified accordingly. A moderate level of motivation (M=2.38) and moderate level of SSRL (M=2.49) was recorded among students. The study therefore concludes that the heavy subject load of integrating both Islamic Religious and Science streaming curriculums do not hinder teachers to adopt various IPs, or students from being motivated and self-regulate their learning
format	Thesis
qualification_level	Master's degree
author	Ismail, Irni
author_facet	Ismail, Irni
author_sort	Ismail, Irni
title	Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
title_short	Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
title_full	Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
title_fullStr	Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
title_full_unstemmed	Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
title_sort	teacher instructional practices and student achievement in science streaming classes: the case of islamic religious schools in kelantan, malaysia
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2013
url	http://eprints.utm.my/id/eprint/40642/5/irni%20IsmailMFP2013.pdf
_version_	1747816567460069376

Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia

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