This study was conducted to identify the level of frequency using of teaching aids among mathematics teachers. This study also aims to identify the mathematical teacher perceptions towards the use of teaching aids, restraints and challenges faced by them in the use of teaching aids. The respondents of this study consists of 70 teachers of mathematics from 20 primary schools in the District of Batang Padang, Perak. This study used a survey method that involves the review of quantitative and qualitative interpretation. The instrument used was a questionnaire. A set of questionnaires were distributed to the respondents to obtain the necessary information and data. All data were analyzed using computer software Statistical Package for Social Sciences SPSS version 22 ‘to get the frequency, percentage and mean. The results showed that the use of teaching aids in mathematics among teachers is high. In addition, the study also shows that the perception of teachers to use teaching aids are also positive. While the results of the analysis also shows that there are constraints and challenges faced by teachers in the use of teaching aids. A few suggestions are given to increase the use of teaching aids in the teaching of mathematics. Conclusions from the study reflects that the use of teaching aids is important for teachers to assist them in the process of teaching and learning. The study also demonstrates the use of teaching aids not only benefit the teachers, but they also have a major impact towards pupils.
This study gave 'voice' to 18 beginning teachers in Malaysia about their own teaching competences within their teaching profession through a phenomenographic investigation. The aim of the study was to discover what beginning teachers themselves conceive as competence in relation to what they did everyday as teachers. These beginning teachers were interviewed and the transcripts analysed to reveal how they conceived the phenomenon of competence. The results showed that beginning teachers' conceptions of competence fell into five qualitatively different categories: (i) classroom and behaviour management, (ii) knowing subject matter, (iii) reaching out for assistance and support, (iv) understanding students and (v) possessing values of professionalism. This study could serve as a platform to further extend beginning teachers' understandings of the teacher profession, and to provide them more possibilities to extend their competences to enable them to continuously develop and create opportunities for their own students.
The usage of education and social science research instruments is the most important component in determining research design because it involves the process of data collection and the retrieval of correct information to be reported as a process in the results of a study. Since the measurement scales used consist of many forms, such as the Thurstone technique, the Likert scale, semantic difference, and categorical scales, in which "Yes" (1) or "No" (0) is labeled with numbers ordered according to priority. Through earlier analyses, the accuracy of the usage of these scales can be argued because each of the scores does not have clear and concrete proofs. Because of that, an instrument creation approach based on the form of rubric score is interpreted to a 5-point ordinal scale. For example, the process of constructing an instrument for a study titled "Creativity Aided Pedagogy" requires discreet literature readings to determine the constructs, sub-constructs, and variables, which possess descriptors in the rubric form. An instrument determining table is developed to summarise the related elements until an item that can measure a construct or sub-construct is produced. After the validation process is conducted and a pilot study is executed, the item analysis to determine the status of the statement can be explained by the score of every rubric objectively and systematically. For example, for the construct of a teaching aid, the mean score recorded was 3.2, which is at the average level (standard criteria). However, whiteboards are used frequently compared with other forms of teaching aids, such as charts and manila cards. For the effect of using electronic teaching aids in the centralisation process, the mean score recorded was 3.8, which is good or high. However, there are also shown weaknesses, where the teacher is not using liquid crystal display (LCD) (16.4%). The dominant factor that encouraging the teacher is to use compact disc (CD) (63.0%) as a creative aided pedagogy. Furthermore, the effect of using a creative aided pedagogy is high (minimum score 4.1) and it has a significant effect on the teaching and learning processes, but teachers need to spend more time on teaching preparation. It is hoped that the process of transforming the
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.