Teachers’ Knowledge and Issues in the Implementation of School-Based Assessment: A Case of Schools in Terengganu

Nair, Gopala Krishnan Sekharan; Setia, Roszainora; Samad, Nor Zaitolakma Abdul; Zahri, Raja; Luqman, Azyanee; Vadeveloo, Thenmolli; Ngah, Haslina Che

doi:10.5539/ass.v10n3p186

Cited by 6 publications

(3 citation statements)

References 6 publications

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“…What is worrying, previous studies conducted by (Rumahlatu et al 2016;and Samsonova et al 2020) show that teachers' readiness is at a low level when implementing changes in education. Studies by (Jamaliah, 2014;Nur Abidah, 2013;Siti Mardziah, 2013;Gopala, Roszainora, Nor Zaitolakma, Raja Nurul Huda, Azyanee, Thenmolli & Haslina, 2014) regarding teacher readiness, it was reported that teachers are not fully prepared when something changes in education implemented. The same findings were obtained by Joza Fahd (2015) and Ekwueme and Meremikwu (2013) who conducted a study on the readiness of teachers in their respective countries.…”

Section: Research Backgroundmentioning

confidence: 99%

Antecedent Factors Influencing Teacher’s Readiness in Teaching Design and Technology Education

Endot,

Jamaluddin

2023

JTET

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Teacher readiness is necessary in the teaching and learning process, especially when a new curriculum is introduced. This study was conducted to identify the factors that influence the readiness of teachers in teaching Design and Technology (RBT) in the new Primary School Standard Curriculum (KSSR). The factors studied included self-efficacy, intrinsic motivation, ICT skills, and support training, which were the independent variables, and teacher readiness was the dependent variable. This descriptive quantitative survey involved 368 RBT teachers teaching Year 4 KSSR students in Peninsular Malaysia. Cluster and simple random sampling were used to select the sample of this study. The research instrument consisted of a set of questionnaires that contained 114 items adapted from previous research. A pilot study was conducted with a Cronbach’s Alpha value of 0.95. Study data were analyzed using Statistical Package for the Social Sciences (SPSS) software. The results of the study show that the overall mean for teachers’ readiness in teaching RBT is high. The findings showed that the overall mean for the aspect of reasoning knowledge was 3.82 (SP = .57) and SBA skills were 3.92 (SP = .58). Findings give the impression that the respondents have high reasoning knowledge and PBS skills. It was also found that the mean value for the aspect of SBA skills is higher than the reasoning knowledge. The regression analysis results show that all four factors significantly contribute to teacher readiness at 40.4 %. In conclusion, the findings of this study give the impression that the factors influencing teacher readiness are important in the formulation of a new curriculum. This study provides guidance to policy makers and curriculum planners especially for Ministry of Education Malaysia (KPM) on the aspect of teacher readiness when introducing new subjects.

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Section: Research Backgroundmentioning

confidence: 99%

Antecedent Factors Influencing Teacher’s Readiness in Teaching Design and Technology Education

Endot,

Jamaluddin

2023

JTET

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“…Teachers' readiness is defined as the ability and skills of teachers to be willing to implement teaching in the classroom (Inan & Lowther, 2010). Past studies on teachers' readiness have been conducted in Malaysia proving that teachers are not fully prepared when a change in education is implemented in the country (Jamaliah, 2014;Gopala et al, 2014;Nur-Abidah, 2013;Siti-Mardziah, 2013& Abu-Obaideh, 2012. There are similarities in the findings of studies conducted abroad by Joza (2015) in Saudi Arabia and Ekwueme and Meremikwu (2013) in Nigeria also show that teachers are not fully prepared when there is a change in education in the country.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Readiness in Implementing the Teaching of Design and Technology and Its Relationship with Self-Efficacy and Intrinsic Motivation

Endot¹,

Jamaluddin²,

Ayub³

et al. 2021

IJHRS

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An important component of an education change begins with readiness among the implementers. Willingness to face change needs to be measured from the perspective of the individual implementing the change, especially teachers. Therefore, this study was conducted to identify the relationship between teachers’ readiness in implementing the teaching of Design and Technology (RBT) year four of the Primary School Standard Curriculum (KSSR) with self -efficacy and intrinsic motivation. This study is guided by the Wallace Reflective Model. The quantitative study of this descriptive survey involved 368 teachers of RBT fourth year KSSR subjects in Peninsular Malaysia. Cluster and simple random sampling were used to select the sample for this study. The research instrument consisted of a set of questionnaires containing 77 items. The findings of the study showed that the overall mean of teachers' readiness in terms of reasoning knowledge and PBS skills was high. The readiness of teachers in terms of PBS skills recorded a higher mean value (M = 3.92) compared to reasoning knowledge (M = 3.82). These findings give the impression that teachers are more prepared in terms of PBS skills in implementing the teaching of RBT KSSR. The results of the Pearson Correlation Test showed that there was a moderately positive relationship between the independent variables (self-efficacy and intrinsic motivation) with teachers' readiness. The findings of this study prove that the component of teachers’ readiness is very important to be taken into account in the formulation of a new curriculum. Factors of self-efficacy and intrinsic motivation also need to be considered because these two variables have a significant relationship with the readiness of teachers in implementing teaching in the classroom. Therefore, this study is expected to provide guidance to policy makers and curriculum planners to pay attention to the aspect of teacher readiness when introducing new subjects.

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“…The teachers highlighted that there was insufficient time for training, not enough opportunities to conduct practical training, and that the trainers themselves were not adequately versed in school-based assessment practices. Another study by Nair et al (2014) indicated a need for teamwork and collaboration among teachers to be improved as they faced a number of issues such as time constraints, lack of effective materials and methodologies and facilities.…”

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confidence: 99%

Continuous professional development: Assessing teachers' experiences with the cascading training model

Leong,

Rethinasamy

2023

Jeltim

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Continuous professional development (CPD) is integral in educational reform; developing and enhancing teachers’ pedagogical skills and knowledge. In Malaysia, the cascade training model is often preferred for CPD programmes in public secondary schools. This may be due to cost effectiveness and reach, where many teachers can be trained in a short timeframe. Critics of the cascade model of training tend however, point to a risk of knowledge being diluted as it is transferred from the trainers to the attendees and then to teachers in schools. This paper focuses on documenting the experiences of Malaysian secondary school English teachers attending school-based assessment (SBA) CPD training courses using the cascade training model. Adopting a qualitative research approach, through the use of in-depth semi-structured interviews, data was collected from 14 English teachers from 14 public secondary schools. The findings indicate that there were mixed experiences of teachers attending cascade training programs and that of subsequent trainings that were conducted by attendees of the programmes. These experiences were affected largely by the quality of the training programme (i.e. design of program curriculum and materials), trainer quality, participants selected, and follow up support afforded to participants. This paper culminates with recommendations for further CPD improvements.

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Teachers’ Knowledge and Issues in the Implementation of School-Based Assessment: A Case of Schools in Terengganu

Cited by 6 publications

References 6 publications

Antecedent Factors Influencing Teacher’s Readiness in Teaching Design and Technology Education

Antecedent Factors Influencing Teacher’s Readiness in Teaching Design and Technology Education

Teacher Readiness in Implementing the Teaching of Design and Technology and Its Relationship with Self-Efficacy and Intrinsic Motivation

Continuous professional development: Assessing teachers' experiences with the cascading training model

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