Mathematics and Science teachers' self-efficacy in teaching higher order thinking skills: A case study at Bau District secondary schools, Sarawak / Dayang Nuruliza Abdul
Teachers play an important role in developing students' Higher Order Thinking Skills. In fact it is not inappropriate to say that the teacher factor is the sole factor responsible for the success of teaching thinking in the classroom. Hence, teachers' self-efficacy in teaching higher order...
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://ir.uitm.edu.my/id/eprint/37010/1/37010.pdf http://ir.uitm.edu.my/id/eprint/37010/ |
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| Summary: | Teachers play an important role in developing students' Higher Order Thinking Skills. In fact it is not inappropriate to say that the teacher factor is the sole factor responsible for the success of teaching thinking in the classroom. Hence, teachers' self-efficacy in teaching higher order thinking skill for mathematics and science is crucial. Teachers with the self- efficacy to employ various teaching approaches in teaching mathematics and science will go a long way to develop student thinking. Thus, this case study sought to investigate the teachers' self-efficacy in teaching higher order thinking skills for Mathematics and Science at Bau District secondary schools, Sarawak. Census was used in this study involved Mathematics and Science teachers. The study utilized survey method. Quantitative data was collected using an instrument adapted from The New Millennium in Mind designed by James Tebb (2000). The findings indicated that teachers possessed a moderate level of self-efficacy based on four factors; Classroom Fit to Think (Factor l ), Teaching Higher Order Thinking Skills (Factor 2), Teaching for Transfer (Factor 3) and Recognizing How Students Think (Factor 4). Inferential statistics conducted using the ANOVA and independent-samples t-test further showed that there are not enough evidence to say that teachers are difference based on teaching experiences and academic qualifications in teaching higher order thinking skills. Besides, results also showed that there is no significant difference between Mathematics and Science teachers in their self-efficacy in teaching Higher Order Thinking Skills. Taking into consideration these findings and aligning them with the initiatives of the National Educational Blueprint, (NEB), and teachers must be provided with sufficient training in teaching using higher order thinking skills. They must also be provided continuous professional development (CPD) so that they can be better informed and motivated to increase their level of self-efficacy in teaching higher order thinking skills. Such a move could see a more effective implementation of HOTS for Mathematics and Science subjects. |
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