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Teachers shape secondary school students' behaviours through the use of learning theories: the case of Malaysia

The aim of this study is to explore the understanding and the application of learning theories among the teacher in shaping students’ behaviour. In-depth one-to-one interviews with five experienced teachers were carried out to collect the data. Collected data were analysed based on a qualitative a...

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Main Authors: Mohd Jelani, Nurul Syazana, Salim, Siti Suria, Zaremohzzabieh, Zeinab
Format: Article
Published: Global Academic Excellence 2021
Online Access:http://psasir.upm.edu.my/id/eprint/95296/
http://www.ijepc.com/archived.asm?dataid=385&iDisplayStart=0&aaSorting=&isSearchDetail=1&dataidExtend=3605&iDisplayStartExtend=0&aaSortingExtend=&isSearchDetailExtend=1
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spelling my.upm.eprints.952962023-04-07T03:12:56Z http://psasir.upm.edu.my/id/eprint/95296/ Teachers shape secondary school students' behaviours through the use of learning theories: the case of Malaysia Mohd Jelani, Nurul Syazana Salim, Siti Suria Zaremohzzabieh, Zeinab The aim of this study is to explore the understanding and the application of learning theories among the teacher in shaping students’ behaviour. In-depth one-to-one interviews with five experienced teachers were carried out to collect the data. Collected data were analysed based on a qualitative approach by using John Hattie’s eight-mind frame in order to build consistent data. Two themes and twelve sub-themes emerged from the interviews, including mindset (mind-frame 1 to 8) and practices (punishments, rewards, approaches the students, and way of thinking). The findings demonstrated that while teachers' perspectives on learning theories varied, they are largely consistent with Hattie’s mind frame. When perceptions and beliefs are shared, Hattie's mind frames may prove the way of thinking, and it can identify a successful teacher's style of thinking. Learning theories are important for students' learning, according to the teachers in our study, however, it depends on the practices and how the teachers apply the practices in learning theories. Going forward, this research adds to the moulding of school students' behaviours by allowing teachers to use these learning theories in a novel method that could become a new teaching practice in the school system. Global Academic Excellence 2021-09-05 Article PeerReviewed Mohd Jelani, Nurul Syazana and Salim, Siti Suria and Zaremohzzabieh, Zeinab (2021) Teachers shape secondary school students' behaviours through the use of learning theories: the case of Malaysia. International Journal of Education, Psychology and Counseling, 6 (42). 30 - 39. ISSN 0128-164X http://www.ijepc.com/archived.asm?dataid=385&iDisplayStart=0&aaSorting=&isSearchDetail=1&dataidExtend=3605&iDisplayStartExtend=0&aaSortingExtend=&isSearchDetailExtend=1 10.35631//IJEPC.642003
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/
description The aim of this study is to explore the understanding and the application of learning theories among the teacher in shaping students’ behaviour. In-depth one-to-one interviews with five experienced teachers were carried out to collect the data. Collected data were analysed based on a qualitative approach by using John Hattie’s eight-mind frame in order to build consistent data. Two themes and twelve sub-themes emerged from the interviews, including mindset (mind-frame 1 to 8) and practices (punishments, rewards, approaches the students, and way of thinking). The findings demonstrated that while teachers' perspectives on learning theories varied, they are largely consistent with Hattie’s mind frame. When perceptions and beliefs are shared, Hattie's mind frames may prove the way of thinking, and it can identify a successful teacher's style of thinking. Learning theories are important for students' learning, according to the teachers in our study, however, it depends on the practices and how the teachers apply the practices in learning theories. Going forward, this research adds to the moulding of school students' behaviours by allowing teachers to use these learning theories in a novel method that could become a new teaching practice in the school system.
format Article
author Mohd Jelani, Nurul Syazana
Salim, Siti Suria
Zaremohzzabieh, Zeinab
spellingShingle Mohd Jelani, Nurul Syazana
Salim, Siti Suria
Zaremohzzabieh, Zeinab
Teachers shape secondary school students' behaviours through the use of learning theories: the case of Malaysia
author_facet Mohd Jelani, Nurul Syazana
Salim, Siti Suria
Zaremohzzabieh, Zeinab
author_sort Mohd Jelani, Nurul Syazana
title Teachers shape secondary school students' behaviours through the use of learning theories: the case of Malaysia
title_short Teachers shape secondary school students' behaviours through the use of learning theories: the case of Malaysia
title_full Teachers shape secondary school students' behaviours through the use of learning theories: the case of Malaysia
title_fullStr Teachers shape secondary school students' behaviours through the use of learning theories: the case of Malaysia
title_full_unstemmed Teachers shape secondary school students' behaviours through the use of learning theories: the case of Malaysia
title_sort teachers shape secondary school students' behaviours through the use of learning theories: the case of malaysia
publisher Global Academic Excellence
publishDate 2021
url http://psasir.upm.edu.my/id/eprint/95296/
http://www.ijepc.com/archived.asm?dataid=385&iDisplayStart=0&aaSorting=&isSearchDetail=1&dataidExtend=3605&iDisplayStartExtend=0&aaSortingExtend=&isSearchDetailExtend=1
_version_ 1762839465737322496
score 13.211869

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