Tahap pelaksanaan amali fizik tingkatan 4 dan 5 di sekolah-sekolah Daerah Kinta Utara, Perak (IR)
This investigation is a form of a quantitative survey for the implementation of Physics practice for Form 4 and Form 5 at Kinta Utara District, Perak. This implementation is divided into 3 steps: i) investigation of respondents background and status level practice of the implementation, ii) investig...
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| Format: | thesis |
| Language: | zsm |
| Published: |
2009
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=369 |
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| Summary: | This investigation is a form of a quantitative survey for the implementation of Physics practice for Form 4 and Form 5 at Kinta Utara District, Perak. This implementation is divided into 3 steps: i) investigation of respondents background and status level practice of the implementation, ii) investigation through interview of structured answer, iii) investigation through interview of open answer. Sample steps i), ii), and iii) were taken from 78, 46, and 17 teachers respectively from 52 secondary schools. The level of implementation can be divided into five categories; Level 5 fully performed by the students. Level 4 teachers demonstration. Level 3 teachers presentation using computer simulation. Level 2 teachers presentation without computer. Level 1- self study by the students. Form Four Physics has 29 Physics Practicals while form five has 32 Practicals which were suggested in the Curriculums Specification of Physics Secondary School. The huge number of Physics Practice done may not be possible for teachers to do all in the laboratory. Majority of the teachers choose certain practices based on the topic, apparatus, time instruction and method of learning. The result of investigation shows that, the teacher who carries out the practice at status level 5 is 24.85%, status level 4 is 24.37%, status level 3 is 38.62%, status level 2 is 9.14% and finally status level 1 is 2.9%. In conclusion, my research shows that the factors that cause the status level of implementation is low because ; i) the curriculum is too wide, ii) the number of practices are too many, iii) the time of instruction is limited, iv) the problems with students qualification, v) the insufficient of laboratory equipment, and vi) the inconvenience of teaching aids. |
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