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Acceptance towards school based assessment among agricultural integrated living skills teachers: challenges in implementing a holistic assessment

This study aims at identifying the acceptance of teachers teaching Agricultural Integrated Living Skills (ILS) towards the School Based Assessment (SBA). Acceptance is associated with teachers’ beliefs, attitudes and willingness to implement the assessment and involves a change in educational values...

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Main Authors: Jaba, Salmiah, Hamzah, Ramlah, Bakar, Ab. Rahim, Mat Rashid, Abdullah
Format: Article
Language:English
Published: Universiti Tun Hussein Onn, Malaysia 2013
Online Access:http://psasir.upm.edu.my/id/eprint/28976/1/Acceptance%20towards%20school%20based%20assessment%20among%20agricultural%20integrated%20living%20skills%20teachers.pdf
http://psasir.upm.edu.my/id/eprint/28976/
http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/692
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spelling my.upm.eprints.289762015-10-05T02:04:09Z http://psasir.upm.edu.my/id/eprint/28976/ Acceptance towards school based assessment among agricultural integrated living skills teachers: challenges in implementing a holistic assessment Jaba, Salmiah Hamzah, Ramlah Bakar, Ab. Rahim Mat Rashid, Abdullah This study aims at identifying the acceptance of teachers teaching Agricultural Integrated Living Skills (ILS) towards the School Based Assessment (SBA). Acceptance is associated with teachers’ beliefs, attitudes and willingness to implement the assessment and involves a change in educational values. The quantitative approach was adapted from previous studies and contained 80 variables. The response rate was 80.5% from 322 teachers of Agricultural ILS from secondary schools throughout the country. Results showed that a majority of respondents were male teachers aged 42 years and younger and many had teaching experience in excess of 10 years. A large percentage of the respondents (86.3%) had taken a course on SBA, 60.6% were non-option teachers in agriculture, and a large percentage (51.8%) taught the subject in more than one level. The study revealed a moderate relationship between belief and practices (r = 0.391) while a weak relationship was found between attitude and teachers’ practices (r = 0.193) and between willingness and teachers’ practices (r = 0.132). Heavy workload contributed to a moderate belief that subsequently led to a weak attitude and a low willingness to implement SBA. The low level of belief, attitude and willingness clearly demonstrated that teachers’ acceptance toward holistic assessment was low. Teachers were unable to accept SBA as a shift in educational assessment methods, let alone to replace the existing system of assessment. Universiti Tun Hussein Onn, Malaysia 2013-06 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/28976/1/Acceptance%20towards%20school%20based%20assessment%20among%20agricultural%20integrated%20living%20skills%20teachers.pdf Jaba, Salmiah and Hamzah, Ramlah and Bakar, Ab. Rahim and Mat Rashid, Abdullah (2013) Acceptance towards school based assessment among agricultural integrated living skills teachers: challenges in implementing a holistic assessment. Journal of Technical Education and Training, 5 (1). pp. 44-51. ISSN 2229-8932 http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/692
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description This study aims at identifying the acceptance of teachers teaching Agricultural Integrated Living Skills (ILS) towards the School Based Assessment (SBA). Acceptance is associated with teachers’ beliefs, attitudes and willingness to implement the assessment and involves a change in educational values. The quantitative approach was adapted from previous studies and contained 80 variables. The response rate was 80.5% from 322 teachers of Agricultural ILS from secondary schools throughout the country. Results showed that a majority of respondents were male teachers aged 42 years and younger and many had teaching experience in excess of 10 years. A large percentage of the respondents (86.3%) had taken a course on SBA, 60.6% were non-option teachers in agriculture, and a large percentage (51.8%) taught the subject in more than one level. The study revealed a moderate relationship between belief and practices (r = 0.391) while a weak relationship was found between attitude and teachers’ practices (r = 0.193) and between willingness and teachers’ practices (r = 0.132). Heavy workload contributed to a moderate belief that subsequently led to a weak attitude and a low willingness to implement SBA. The low level of belief, attitude and willingness clearly demonstrated that teachers’ acceptance toward holistic assessment was low. Teachers were unable to accept SBA as a shift in educational assessment methods, let alone to replace the existing system of assessment.
format Article
author Jaba, Salmiah
Hamzah, Ramlah
Bakar, Ab. Rahim
Mat Rashid, Abdullah
spellingShingle Jaba, Salmiah
Hamzah, Ramlah
Bakar, Ab. Rahim
Mat Rashid, Abdullah
Acceptance towards school based assessment among agricultural integrated living skills teachers: challenges in implementing a holistic assessment
author_facet Jaba, Salmiah
Hamzah, Ramlah
Bakar, Ab. Rahim
Mat Rashid, Abdullah
author_sort Jaba, Salmiah
title Acceptance towards school based assessment among agricultural integrated living skills teachers: challenges in implementing a holistic assessment
title_short Acceptance towards school based assessment among agricultural integrated living skills teachers: challenges in implementing a holistic assessment
title_full Acceptance towards school based assessment among agricultural integrated living skills teachers: challenges in implementing a holistic assessment
title_fullStr Acceptance towards school based assessment among agricultural integrated living skills teachers: challenges in implementing a holistic assessment
title_full_unstemmed Acceptance towards school based assessment among agricultural integrated living skills teachers: challenges in implementing a holistic assessment
title_sort acceptance towards school based assessment among agricultural integrated living skills teachers: challenges in implementing a holistic assessment
publisher Universiti Tun Hussein Onn, Malaysia
publishDate 2013
url http://psasir.upm.edu.my/id/eprint/28976/1/Acceptance%20towards%20school%20based%20assessment%20among%20agricultural%20integrated%20living%20skills%20teachers.pdf
http://psasir.upm.edu.my/id/eprint/28976/
http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/692
_version_ 1643829624928468992
score 13.211869

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