Amalan penggunaan bahan bantu mengajar guru Pendidikan Islam Menengah Rendah Negeri Johor
Teaching seems to be simple but in reality, it is a complicated task. In the Malaysian Educational Development Blueprint for 2013-2015, it is stated that only 50% of the teaching has been delivered effectively. This descriptive research aims to determine the influencing factors and barriers that are...
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| Format: | Thesis |
| Language: | English |
| Published: |
2014
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| Online Access: | http://eprints.utm.my/id/eprint/78219/1/MohdFaeezIliasPFTI2014.pdf http://eprints.utm.my/id/eprint/78219/ http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:98115 |
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| Summary: | Teaching seems to be simple but in reality, it is a complicated task. In the Malaysian Educational Development Blueprint for 2013-2015, it is stated that only 50% of the teaching has been delivered effectively. This descriptive research aims to determine the influencing factors and barriers that are beyond teacher control in effective teaching, as well as suggestions of professional development for effective teaching. This research used an embedded mixed methodology where the quantitative method included three factors, namely school performance, teaching experience and professional development course attendance. In the qualitative method, the barrier beyond teacher control and suggestions of professional development were investigated. Data were collected through a combination of structured questionnaire (quantitative) and semi structured questionnaire (qualitative). Stratified random sampling was used to select 322 teachers from the top 5 and bottom 5 daily secondary schools in Johor. Quantitative data were analyzed using descriptive statistics, t-test, MANOVA, correlation and Multiple Regression whereas qualitative data were analyzed manually. Quantitative findings indicated that effective teaching has an intermediate high mean range. There were significant differences between teacher background (school performance, teaching experience and professional development course attendance) in effective teaching practice. There was a significant relationship between teachers’ background and effective teaching. The professional development course attendance significantly contributed the most towards the variance of effective teaching practice, followed by teaching experience and school performance. Analysis of the qualitative findings revealed six main themes as barriers that were beyond teachers’ control. These included aspects of students, top administrator, parents, teachers’ burden, school facilities and influences. For professional development, five themes emerged include suggestions for mentoring, teaching, Information and Communication Technology (ICT), mind and social interaction. Based on the findings of this study, a model framework and secondary school teacher effective teaching practice self-evaluation form have been proposed for the teaching community to broaden their views on effective teaching. |
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