The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)

This study aimed to analyze the implementation of reformed primary science curriculum in Jempol and Jelebu District, and to determine the relationship between the implementation of level I science curriculum and the teachers’ understanding. A mixed method approach was used. Quantitative da...

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Main Author: Nagalaxmy Markandan
Format: thesis
Language:eng
Published: 2017
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Online Access:https://ir.upsi.edu.my/detailsg.php?det=4206
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spelling oai:ir.upsi.edu.my:42062020-02-27 The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR) 2017 Nagalaxmy Markandan LB Theory and practice of education This study aimed to analyze the implementation of reformed primary science curriculum in Jempol and Jelebu District, and to determine the relationship between the implementation of level I science curriculum and the teachers’ understanding. A mixed method approach was used. Quantitative data were collected through questionnaire from 127 science teachers, meanwhile the qualitative data collected through interviews, classroom observations and document analysis. The quantitative data were analyzed through SPSS, while the interview data were analyzed using ATLAS.ti. The findings show there is a significant positive relationship between the teachers’ understanding and the translation of science curriculum into the lesson plan. A significant positive relationship is also found between the teachers’ understanding and the strategies used in teaching science. There is also a positive relationship between the teachers’ understanding and the assessment methods carried out in the classroom. Nevertheless, insufficient of time in completing the learning standard and insufficient apparatus have become issues and challenges due to less understanding of the content of level I science curriculum. In conclusion, there is a positive relationship between all studied aspects of teachers’ understanding towards the reformed primary science curriculum and its implementation. In implication, the study indicates that there is a need in professional development trainings for teachers who are teaching level I science in order to maximize curriculum implementation at the classroom level. 2017 thesis https://ir.upsi.edu.my/detailsg.php?det=4206 https://ir.upsi.edu.my/detailsg.php?det=4206 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik N/A
institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Nagalaxmy Markandan
The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
description This study aimed to analyze the implementation of reformed primary science curriculum in Jempol and Jelebu District, and to determine the relationship between the implementation of level I science curriculum and the teachers’ understanding. A mixed method approach was used. Quantitative data were collected through questionnaire from 127 science teachers, meanwhile the qualitative data collected through interviews, classroom observations and document analysis. The quantitative data were analyzed through SPSS, while the interview data were analyzed using ATLAS.ti. The findings show there is a significant positive relationship between the teachers’ understanding and the translation of science curriculum into the lesson plan. A significant positive relationship is also found between the teachers’ understanding and the strategies used in teaching science. There is also a positive relationship between the teachers’ understanding and the assessment methods carried out in the classroom. Nevertheless, insufficient of time in completing the learning standard and insufficient apparatus have become issues and challenges due to less understanding of the content of level I science curriculum. In conclusion, there is a positive relationship between all studied aspects of teachers’ understanding towards the reformed primary science curriculum and its implementation. In implication, the study indicates that there is a need in professional development trainings for teachers who are teaching level I science in order to maximize curriculum implementation at the classroom level.
format thesis
qualification_name
qualification_level Master's degree
author Nagalaxmy Markandan
author_facet Nagalaxmy Markandan
author_sort Nagalaxmy Markandan
title The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
title_short The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
title_full The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
title_fullStr The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
title_full_unstemmed The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
title_sort implementation of reformed primary science curriculum in jempol and jelebu district (ir)
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Sains dan Matematik
publishDate 2017
url https://ir.upsi.edu.my/detailsg.php?det=4206
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