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Perception of mathematics teachers on school-based assessment using Q-methodology approach

This study explored the views of Malaysian lower secondary school mathematics teachers who were the implementers of a new assessment reform, School-Based Assessment (SBA). Teachers are crucial implementers and main change agents for any new innovation. Therefore, teachers perceptions may have an imp...

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Main Author: Lim, Ching Yee
Format: Thesis
Language:English
Published: 2014
Subjects:
Mathematics - Study and teaching
Education, Secondary - Malaysia
Q technique
Online Access:http://psasir.upm.edu.my/id/eprint/76047/1/IPM%202014%2018%20-%20IR.pdf
http://psasir.upm.edu.my/id/eprint/76047/
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spelling my.upm.eprints.760472019-11-26T07:19:36Z http://psasir.upm.edu.my/id/eprint/76047/ Perception of mathematics teachers on school-based assessment using Q-methodology approach Lim, Ching Yee This study explored the views of Malaysian lower secondary school mathematics teachers who were the implementers of a new assessment reform, School-Based Assessment (SBA). Teachers are crucial implementers and main change agents for any new innovation. Therefore, teachers perceptions may have an impact on underpinning the success or failure of the educational reforms. Furthermore, many studies related to SBA have been conducted on other subjects but none was found pertaining to mathematics teachers. Therefore, there is a research gap pertaining to mathematics teachers’ perceptions on SBA. Fullan’s Educational Change Model were adopted and provided as the theoretical base for this study. Q-methodology was employed due to its appropriateness and relevant means of exploring human subjectivity such as perception.The procedures of the methodology include collecting concourse, developing Q-sample, identifying P-set, conducting Q-sort as well as analysing data. There were 72 Form One and Form Two mathematics teachers who were volunteered to participate in this study. Each participant was required to rank 44 statements about the implementation of SBA according to how closely the statements align with their personal beliefs, experience and perceptions. Factor analysis was performed to identify the commonalities and patterns in their perceptions. Three significant factors were revealed from PQMethod analyses, namely: Relevance and Complexity, Readiness and Resources, Readiness and Complexity. Three factors extracted represented the different perceptions of three groups of mathematics teachers. Firstly, 57% of teachers did not acknowledge the benefits and advantages that SBA can bring to them and their students, teachers also found it was complex. The second emerging factor was Readiness and Resources, whereby, 18% of the teachers were ready and committed towards SBA, however, lack of resources had demoralised their spirit. The third factor, Readiness and Complexity, whereby, 25% of teachers perceived lack in readiness and preparation thus found that SBA was complex to handle in their classes. The findings drawn from this study might provide some insights to Malaysian government to explore more practical options to implement better assessment. Malaysian teachers are more willing to accept the changes when they discovered that there are positive changes which can benefit them and their students. 2014-12 Thesis NonPeerReviewed text en http://psasir.upm.edu.my/id/eprint/76047/1/IPM%202014%2018%20-%20IR.pdf Lim, Ching Yee (2014) Perception of mathematics teachers on school-based assessment using Q-methodology approach. Masters thesis, Universiti Putra Malaysia. Mathematics - Study and teaching Education, Secondary - Malaysia Q technique
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
topic Mathematics - Study and teaching
Education, Secondary - Malaysia
Q technique
spellingShingle Mathematics - Study and teaching
Education, Secondary - Malaysia
Q technique
Lim, Ching Yee
Perception of mathematics teachers on school-based assessment using Q-methodology approach
description This study explored the views of Malaysian lower secondary school mathematics teachers who were the implementers of a new assessment reform, School-Based Assessment (SBA). Teachers are crucial implementers and main change agents for any new innovation. Therefore, teachers perceptions may have an impact on underpinning the success or failure of the educational reforms. Furthermore, many studies related to SBA have been conducted on other subjects but none was found pertaining to mathematics teachers. Therefore, there is a research gap pertaining to mathematics teachers’ perceptions on SBA. Fullan’s Educational Change Model were adopted and provided as the theoretical base for this study. Q-methodology was employed due to its appropriateness and relevant means of exploring human subjectivity such as perception.The procedures of the methodology include collecting concourse, developing Q-sample, identifying P-set, conducting Q-sort as well as analysing data. There were 72 Form One and Form Two mathematics teachers who were volunteered to participate in this study. Each participant was required to rank 44 statements about the implementation of SBA according to how closely the statements align with their personal beliefs, experience and perceptions. Factor analysis was performed to identify the commonalities and patterns in their perceptions. Three significant factors were revealed from PQMethod analyses, namely: Relevance and Complexity, Readiness and Resources, Readiness and Complexity. Three factors extracted represented the different perceptions of three groups of mathematics teachers. Firstly, 57% of teachers did not acknowledge the benefits and advantages that SBA can bring to them and their students, teachers also found it was complex. The second emerging factor was Readiness and Resources, whereby, 18% of the teachers were ready and committed towards SBA, however, lack of resources had demoralised their spirit. The third factor, Readiness and Complexity, whereby, 25% of teachers perceived lack in readiness and preparation thus found that SBA was complex to handle in their classes. The findings drawn from this study might provide some insights to Malaysian government to explore more practical options to implement better assessment. Malaysian teachers are more willing to accept the changes when they discovered that there are positive changes which can benefit them and their students.
format Thesis
author Lim, Ching Yee
author_facet Lim, Ching Yee
author_sort Lim, Ching Yee
title Perception of mathematics teachers on school-based assessment using Q-methodology approach
title_short Perception of mathematics teachers on school-based assessment using Q-methodology approach
title_full Perception of mathematics teachers on school-based assessment using Q-methodology approach
title_fullStr Perception of mathematics teachers on school-based assessment using Q-methodology approach
title_full_unstemmed Perception of mathematics teachers on school-based assessment using Q-methodology approach
title_sort perception of mathematics teachers on school-based assessment using q-methodology approach
publishDate 2014
url http://psasir.upm.edu.my/id/eprint/76047/1/IPM%202014%2018%20-%20IR.pdf
http://psasir.upm.edu.my/id/eprint/76047/
_version_ 1651869265765072896
score 13.211869

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