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A correlational study on efficacy beliefs and perceived competency in project-based learning amongst English as a second language lecturers at the Malaysian Teacher Education Institutes / Sakhiyyah A. Rahim

Studies on PBL in the past indicated some glitches in its practice. Some of the issues were related to the implementers. Research reported their lack of knowledge and skill, failure to adhere to PBL guideline, poor attitude and overwhelming responsibilities in conducting PBL, hence affecting its suc...

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Main Author: A. Rahim, Sakhiyyah
Format: Thesis
Language:English
Published: 2017
Subjects:
Education and training of teachers and administrators
Professional aspects of teaching and school administrators. Vocational guidance
Total quality management in education. Total quality management in higher education
Online Access:https://ir.uitm.edu.my/id/eprint/49945/1/49945.pdf
https://ir.uitm.edu.my/id/eprint/49945/
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spelling my.uitm.ir.499452024-02-21T03:43:01Z https://ir.uitm.edu.my/id/eprint/49945/ A correlational study on efficacy beliefs and perceived competency in project-based learning amongst English as a second language lecturers at the Malaysian Teacher Education Institutes / Sakhiyyah A. Rahim A. Rahim, Sakhiyyah Education and training of teachers and administrators Professional aspects of teaching and school administrators. Vocational guidance Total quality management in education. Total quality management in higher education Studies on PBL in the past indicated some glitches in its practice. Some of the issues were related to the implementers. Research reported their lack of knowledge and skill, failure to adhere to PBL guideline, poor attitude and overwhelming responsibilities in conducting PBL, hence affecting its successful implementation. This study investigates ESL lecturers at Malaysian Teacher Education Institutes efficacy beliefs in PBL as well as their perceived competency in planning, implementing and assessing PBL. This research is a descriptive correlational research employing a cross-sectional survey method to investigate lecturers’ efficacy beliefs in PBL and their perceived competency in planning, implementing and assessing PBL. The survey questionnaire is a combination of an established survey (Efficacy Beliefs) and a newly developed perceived PBL competency scale. The study analyses the results of survey completed by 231 lecturers selected through simple random sampling technique. This study employs the principal component analysis, t-test, and anova. Confirmatory factor analysis (CFA) was done via the Analysis of Moment Structure (AMOS) software version 19. In addition, a relational model of variables under study was built and tested using Structural Equation Model (SEM). The results suggest that the perceived competency in PBL instrument developed exclusively for this study is valid and reliable. Analyses of demographic factors against efficacy beliefs and perceived competency in PBL meanwhile reveal that formal training has an indispensable influence on lecturers’ efficacy beliefs as well as their perceived competency in planning, implementing and assessing PBL. The structural model developed furthermore has successfully been proven to fit the research data. Results also show that significant relationships are established between efficacy beliefs and perceived competency in planning, implementing and assessing PBL. This study has brought about theoretical and practical implications. This study examines how Social Cognitive Theory and the Iceberg Competency Model explain PBL from the perspective of the implementers hence enriching the literature on PBL. The practical implications are evident as a context specific survey instrument developed has made possible an investigation of PBL at different levels of learning. Further research could be carried out using the developed instrument. These findings also reiterate that efficacy beliefs are essential for competency in PBL to thrive and efficacy beliefs can be sustained through continuous training. Therefore, institutional supportive environment achieved through planned and structured training will boost lecturers’ efficacy beliefs in PBL and over time equip and enhance lecturers with competency in PBL. 2017-08 Thesis NonPeerReviewed text en https://ir.uitm.edu.my/id/eprint/49945/1/49945.pdf A correlational study on efficacy beliefs and perceived competency in project-based learning amongst English as a second language lecturers at the Malaysian Teacher Education Institutes / Sakhiyyah A. Rahim. (2017) PhD thesis, thesis, Universiti Teknologi MARA ( Kampus Puncak Alam ). <http://terminalib.uitm.edu.my/49945.pdf>
institution Universiti Teknologi Mara
building Tun Abdul Razak Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Mara
content_source UiTM Institutional Repository
url_provider http://ir.uitm.edu.my/
language English
topic Education and training of teachers and administrators
Professional aspects of teaching and school administrators. Vocational guidance
Total quality management in education. Total quality management in higher education
spellingShingle Education and training of teachers and administrators
Professional aspects of teaching and school administrators. Vocational guidance
Total quality management in education. Total quality management in higher education
A. Rahim, Sakhiyyah
A correlational study on efficacy beliefs and perceived competency in project-based learning amongst English as a second language lecturers at the Malaysian Teacher Education Institutes / Sakhiyyah A. Rahim
description Studies on PBL in the past indicated some glitches in its practice. Some of the issues were related to the implementers. Research reported their lack of knowledge and skill, failure to adhere to PBL guideline, poor attitude and overwhelming responsibilities in conducting PBL, hence affecting its successful implementation. This study investigates ESL lecturers at Malaysian Teacher Education Institutes efficacy beliefs in PBL as well as their perceived competency in planning, implementing and assessing PBL. This research is a descriptive correlational research employing a cross-sectional survey method to investigate lecturers’ efficacy beliefs in PBL and their perceived competency in planning, implementing and assessing PBL. The survey questionnaire is a combination of an established survey (Efficacy Beliefs) and a newly developed perceived PBL competency scale. The study analyses the results of survey completed by 231 lecturers selected through simple random sampling technique. This study employs the principal component analysis, t-test, and anova. Confirmatory factor analysis (CFA) was done via the Analysis of Moment Structure (AMOS) software version 19. In addition, a relational model of variables under study was built and tested using Structural Equation Model (SEM). The results suggest that the perceived competency in PBL instrument developed exclusively for this study is valid and reliable. Analyses of demographic factors against efficacy beliefs and perceived competency in PBL meanwhile reveal that formal training has an indispensable influence on lecturers’ efficacy beliefs as well as their perceived competency in planning, implementing and assessing PBL. The structural model developed furthermore has successfully been proven to fit the research data. Results also show that significant relationships are established between efficacy beliefs and perceived competency in planning, implementing and assessing PBL. This study has brought about theoretical and practical implications. This study examines how Social Cognitive Theory and the Iceberg Competency Model explain PBL from the perspective of the implementers hence enriching the literature on PBL. The practical implications are evident as a context specific survey instrument developed has made possible an investigation of PBL at different levels of learning. Further research could be carried out using the developed instrument. These findings also reiterate that efficacy beliefs are essential for competency in PBL to thrive and efficacy beliefs can be sustained through continuous training. Therefore, institutional supportive environment achieved through planned and structured training will boost lecturers’ efficacy beliefs in PBL and over time equip and enhance lecturers with competency in PBL.
format Thesis
author A. Rahim, Sakhiyyah
author_facet A. Rahim, Sakhiyyah
author_sort A. Rahim, Sakhiyyah
title A correlational study on efficacy beliefs and perceived competency in project-based learning amongst English as a second language lecturers at the Malaysian Teacher Education Institutes / Sakhiyyah A. Rahim
title_short A correlational study on efficacy beliefs and perceived competency in project-based learning amongst English as a second language lecturers at the Malaysian Teacher Education Institutes / Sakhiyyah A. Rahim
title_full A correlational study on efficacy beliefs and perceived competency in project-based learning amongst English as a second language lecturers at the Malaysian Teacher Education Institutes / Sakhiyyah A. Rahim
title_fullStr A correlational study on efficacy beliefs and perceived competency in project-based learning amongst English as a second language lecturers at the Malaysian Teacher Education Institutes / Sakhiyyah A. Rahim
title_full_unstemmed A correlational study on efficacy beliefs and perceived competency in project-based learning amongst English as a second language lecturers at the Malaysian Teacher Education Institutes / Sakhiyyah A. Rahim
title_sort correlational study on efficacy beliefs and perceived competency in project-based learning amongst english as a second language lecturers at the malaysian teacher education institutes / sakhiyyah a. rahim
publishDate 2017
url https://ir.uitm.edu.my/id/eprint/49945/1/49945.pdf
https://ir.uitm.edu.my/id/eprint/49945/
_version_ 1792159321428066304
score 13.211869

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