This study aims to reveal about the acceptance of pupils in the skills and information learn done by teachers with companion teachers during teaching and learning sessions (T&L) to inclusive learning disability (LD) pupils. This study also aims to understand the specific characteristics of the pupils' learning styles based on their tendency to learn and the ability to process new information. This study is a case study using qualitative data to answer the questions stated. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data of sociological stimuli in a learning style supported by video recordings, field notes, interviews, and analysis of student work outcomes. 6 participants were purposefully selected for this study among teachers, pupils, and parents. To identify individual learning style stimuli, observations on the behaviors exhibited by pupils along with the quality of learning and achievement outcomes recorded during the T&L process or after the T&L process. During the T&L process, characteristics or behaviors that reflect certain tendencies or elements of learning styles that exist in pupils will be assessed. Findings show that the stimulus of sociological learning style that is adjacent or next-to-pupils by teachers encourage or stimulate student learning.
In this 21st century, the teaching and learning process has mostly been using various information and also communication technologies. This research aims to identify challenges in the implementation of the 21st century’s teaching and learning, and also suggestions to improve the teachers’ teaching and learning practices in the 21st century primary schools, based on the Emergent Curriculum Theory. Due to the dynamic nature of the Malaysian curriculum, which is driven by the changes in the environment and technological advancements, therefore this theory is the most suitable to be used because it is always open to many new possibilities. Enhancements in the teaching and learning practices by teachers need to be done so that all the shortcomings and constraints can be addressed immediately to achieve the goals outlined by the Ministry of Education (MOE). According to Wan Abdul Halim, Nor Laila, and Shafie (2006), ideal and excellent teachers are those who possess a high level of knowledge, experts in multiple fields, and efficient in carrying out their responsibilities as educators. A teaching and learning process will be effective if the teacher possesses skills and knowledge about the subject being taught and also an understanding of the aspects of student learning.
In line with the latest modernization, research on the integration of ICT in Pdpc is increasingly being conducted because of its good potential in the development of the education system in Malaysia. Therefore, teachers facing challenges in this program especially for Mathematics Education. Thus, this study was conducted to identify primary school teachers’ understanding and their acceptance to the integration of ICT in Pdpc of Mathematics. This study is conducted as quantitatively on 56 samples of Mathematics Education primary school teachers’ in Muallim by using a questionnaire instrument. A pilot study was conducted to determine the reliability value and the α was 0.92. Data analysis was performed by descriptive and inferential statistics using SPSS 25.0 software. The findings of the study show that the understanding and acceptance of teachers is at a high level. Significant relationships of both of them were analyzed using Pearson correlations. The T test was performed to measure the difference in acceptance based on different gender and showed mean: 36.48, sd: 6.672 for males and mean: 34.81, sd: 6.640 for females. The magnitude of the difference between the mean scores (mean distance = 1.81, 95% level =1.93 to 5.54) was very small according to the Cohen’s (1988) (eta squared = 0.01).
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