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Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia

As teachers are pressed to extend their craft to prepare more diverse students for the challenge of work and life beyond school, they are challenged to provide more authentic instructional contexts and activities. In order to be successful, teachers must be reflective and analytical about their own...

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Main Author: Ismail, Irni
Format: Thesis
Language:English
Published: 2013
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/40642/5/irni%20IsmailMFP2013.pdf
http://eprints.utm.my/id/eprint/40642/
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spelling my.utm.406422017-06-29T06:23:04Z http://eprints.utm.my/id/eprint/40642/ Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia Ismail, Irni L Education (General) As teachers are pressed to extend their craft to prepare more diverse students for the challenge of work and life beyond school, they are challenged to provide more authentic instructional contexts and activities. In order to be successful, teachers must be reflective and analytical about their own practices. Toward this end, the study investigated instructional practices (IP) of teachers in Islamic religious schools in Kelantan, Malaysia. The focus was on these teachers’ IP while teaching subjects of Biology, Chemistry and Physics in Science Streaming Classes. The four instructional practices measured are Inquiry-Discovery (ID), Constructivism, Science Technology and Society (STS) and Mastery Learning and the analysis of data indicate high mean score, i.e., ID (M = 3.75), Constructivism (M= 3.94), STS (M= 3.70) and mastery learning (M = 3.75). This means to prove all 18 teacher participants in the study adopt these IPs. The study also focused on students’ achievement factors in terms of Motivation and Self-regulated learning (SRL). 233 students responded to two instruments; Students’ Motivation Toward Science Learning (SMTSL) by Tuan et al. (2005) and SRL scale by the Paul R. P and Elisabeth V. D. G, (1990) which was modified accordingly. A moderate level of motivation (M=2.38) and moderate level of SSRL (M=2.49) was recorded among students. The study therefore concludes that the heavy subject load of integrating both Islamic Religious and Science streaming curriculums do not hinder teachers to adopt various IPs, or students from being motivated and self-regulate their learning 2013-08 Thesis NonPeerReviewed application/pdf en http://eprints.utm.my/id/eprint/40642/5/irni%20IsmailMFP2013.pdf Ismail, Irni (2013) Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia. Masters thesis, Universiti Teknologi Malaysia, Faculty of Education.
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Ismail, Irni
Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
description As teachers are pressed to extend their craft to prepare more diverse students for the challenge of work and life beyond school, they are challenged to provide more authentic instructional contexts and activities. In order to be successful, teachers must be reflective and analytical about their own practices. Toward this end, the study investigated instructional practices (IP) of teachers in Islamic religious schools in Kelantan, Malaysia. The focus was on these teachers’ IP while teaching subjects of Biology, Chemistry and Physics in Science Streaming Classes. The four instructional practices measured are Inquiry-Discovery (ID), Constructivism, Science Technology and Society (STS) and Mastery Learning and the analysis of data indicate high mean score, i.e., ID (M = 3.75), Constructivism (M= 3.94), STS (M= 3.70) and mastery learning (M = 3.75). This means to prove all 18 teacher participants in the study adopt these IPs. The study also focused on students’ achievement factors in terms of Motivation and Self-regulated learning (SRL). 233 students responded to two instruments; Students’ Motivation Toward Science Learning (SMTSL) by Tuan et al. (2005) and SRL scale by the Paul R. P and Elisabeth V. D. G, (1990) which was modified accordingly. A moderate level of motivation (M=2.38) and moderate level of SSRL (M=2.49) was recorded among students. The study therefore concludes that the heavy subject load of integrating both Islamic Religious and Science streaming curriculums do not hinder teachers to adopt various IPs, or students from being motivated and self-regulate their learning
format Thesis
author Ismail, Irni
author_facet Ismail, Irni
author_sort Ismail, Irni
title Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
title_short Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
title_full Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
title_fullStr Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
title_full_unstemmed Teacher instructional practices and student achievement in science streaming classes: the case of Islamic religious schools in Kelantan, Malaysia
title_sort teacher instructional practices and student achievement in science streaming classes: the case of islamic religious schools in kelantan, malaysia
publishDate 2013
url http://eprints.utm.my/id/eprint/40642/5/irni%20IsmailMFP2013.pdf
http://eprints.utm.my/id/eprint/40642/
_version_ 1643650518231285760
score 13.211869

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