Readiness in implementing Student-Centered Learning(SCL): an insight to develop a Problem-Based Learning (PBL) module
<p>This study aims to unravel readiness in implementing Student-Centred Learning (SCL)</p><p>and thus determine insight to develop a Problem-Based Learning (PBL) module. This</p><p>study employed a case study research design which...
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QH Natural history Tan, Agnes Shek Li Readiness in implementing Student-Centered Learning(SCL): an insight to develop a Problem-Based Learning (PBL) module |
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<p>This study aims to unravel readiness in implementing Student-Centred Learning (SCL)</p><p>and thus determine insight to develop a Problem-Based Learning (PBL) module. This</p><p>study employed a case study research design which was conducted in three national</p><p>type secondary schools in Hilir Perak district. The participants involved were six</p><p>administrators, fourteen teachers and seven students and they were chosen using the</p><p>purposive sampling technique. In-depth semi-structured interviews were conducted to</p><p>acquire comprehensive information on the schools awareness, readiness and</p><p>perspective on the issues in SCL implementation. Inductive qualitative data analysis</p><p>was used whereby the data were compared, contrast and interpreted. Findings suggested</p><p>that there were three major themes had emerged which were; awareness about SCL,</p><p>readiness to adopt SCL and issues and challenges in implementing SCL. Subsequently,</p><p>these findings had provided four main insights for PBL teaching and learning in</p><p>Malaysian secondary schools which were; i) implementing PBL and developing PBL</p><p>module should not be in an accelerating manner but introduced carefully and gradually,</p><p>ii) difficulty of problem scenario in a PBL classroom need to be increased towards the</p><p>late stage of implementation, iii) PBL guide and support for both teachers and students</p><p>are crucial along the stage of implementation, and iv) the amount of facilitation</p><p>decreases towards the late stage of implementation. In conclusion, findings showed that</p><p>the studys participants were aware of PBL as an approach to encourage students in</p><p>meaningful learning process. This research implies as a guidance in developing PBL</p><p>module specific for Malaysian context.</p> |
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Tan, Agnes Shek Li |
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Tan, Agnes Shek Li |
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Readiness in implementing Student-Centered Learning(SCL): an insight to develop a Problem-Based Learning (PBL) module |
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Readiness in implementing Student-Centered Learning(SCL): an insight to develop a Problem-Based Learning (PBL) module |
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Readiness in implementing Student-Centered Learning(SCL): an insight to develop a Problem-Based Learning (PBL) module |
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Readiness in implementing Student-Centered Learning(SCL): an insight to develop a Problem-Based Learning (PBL) module |
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readiness in implementing student-centered learning(scl): an insight to develop a problem-based learning (pbl) module |
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oai:ir.upsi.edu.my:97072023-11-21 Readiness in implementing Student-Centered Learning(SCL): an insight to develop a Problem-Based Learning (PBL) module 2022 Tan, Agnes Shek Li QH Natural history <p>This study aims to unravel readiness in implementing Student-Centred Learning (SCL)</p><p>and thus determine insight to develop a Problem-Based Learning (PBL) module. This</p><p>study employed a case study research design which was conducted in three national</p><p>type secondary schools in Hilir Perak district. The participants involved were six</p><p>administrators, fourteen teachers and seven students and they were chosen using the</p><p>purposive sampling technique. In-depth semi-structured interviews were conducted to</p><p>acquire comprehensive information on the schools awareness, readiness and</p><p>perspective on the issues in SCL implementation. Inductive qualitative data analysis</p><p>was used whereby the data were compared, contrast and interpreted. Findings suggested</p><p>that there were three major themes had emerged which were; awareness about SCL,</p><p>readiness to adopt SCL and issues and challenges in implementing SCL. Subsequently,</p><p>these findings had provided four main insights for PBL teaching and learning in</p><p>Malaysian secondary schools which were; i) implementing PBL and developing PBL</p><p>module should not be in an accelerating manner but introduced carefully and gradually,</p><p>ii) difficulty of problem scenario in a PBL classroom need to be increased towards the</p><p>late stage of implementation, iii) PBL guide and support for both teachers and students</p><p>are crucial along the stage of implementation, and iv) the amount of facilitation</p><p>decreases towards the late stage of implementation. In conclusion, findings showed that</p><p>the studys participants were aware of PBL as an approach to encourage students in</p><p>meaningful learning process. This research implies as a guidance in developing PBL</p><p>module specific for Malaysian context.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9707 https://ir.upsi.edu.my/detailsg.php?det=9707 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik <p>Achike, F. I. and Nain, N. (2005). Promoting problem-based learning (PBL) in nursing education: A Malaysian experience. Nursing Education in Practice, 5, 302-311.</p><p>Aggarwal, J.C.(1996) Principles, methods and techniques of teaching. New Delhi: Vikas publishing Houses Pvt. Ltd.p:42.</p><p>Ahmad, A. R., Awang, M. M., Seman, A. A, Abdullah, R. (2013). The Skills of Using History Textbooks in Secondary School. Asian Social Science, 9(12), 229-236. http://dx.doi.org/10.5539/ass.v9n12p229</p><p>Akbulut, Y. (2007). Implications of two well-known models for instructional designers in distance education: Dick-Carey versus Morrison-Ross-Kemp. 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