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All Journal International Journal of Evaluation and Research in Education (IJERE)
Hafsah Binti Jantan
Universiti Teknologi Malaysia
Education

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Factors Contributing on Malaysia Preschool Teachers’ Belief, Attitude, and Competence in Using Play Activities Hafsah Binti Jantan; Abdul Rahim Bin Hamdan; Fauziah Hj Yahya; Halimatussadiah Binti Saleh
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 3: September 2015
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (86.363 KB) | DOI: 10.11591/ijere.v4i3.4505

Abstract

This study focuses on preschool teachers’ belief, attitude, knowledge and competence in using play in Malaysia. Its purpose is to find out indicators significantly contribute to belief, attitude, knowledge and competence in play of preschool teachers in Malaysia. The method used is factor analysis in order to confirm indicators in each variable as significant indicators as factors with loading factor 0.40. Sample size in this study consists of 150 respondents. The result showed belief has 3-factor solution namely content belief, language and literacy belief, and teaching belief. Attitude has 2-factor solution, namely emotion and behavior. Competence has 3-factor solution, namely implementation, content and guiding. Indicators of each factors were also discussed.
Perspective of Lecturers in Implementing PISMP Science Curriculum in Malaysia’s IPG Fauziah Hj Yahya; Abdul Rahim Bin Hamdan; Hafsah Binti Jantan; Halimatussadiah Binti Saleh
International Journal of Evaluation and Research in Education (IJERE) Vol 4, No 3: September 2015
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (148.066 KB) | DOI: 10.11591/ijere.v4i3.4503

Abstract

The article aims to identify lecturers’ perspectives in implementing PISMP science curriculum in IPG Malaysia based on teaching experience with KIPP model. The respondents consisted of 105 lecturers from 20 IPG Malaysia. The study used a questionnaire consisting of 74 items covering the four dimensions (Context, Input, Process and Product). Data collected through questionnaires were analyzed using one-way ANOVA. The study found that there was not a significant difference of curriculum goals and course objectives based on teaching experience at school. For input dimension, there was no significant difference of evaluation, content, source and pedagogy based on school teaching experience. In process dimension, there was no significant difference pedagogical process, the content and the process of assessment based on teaching experience at school. Furthermore, there was no significant difference of product dimension of science curriculum based on teaching experience at school. Based on the experience of teaching in IPG, lecturers did not have a significant difference of curriculum goals, course objectives, evaluation input, content, source, pedagogy, and evaluation process, and content process, but there were significant differences in the pedagogical input and product in the implementation of the PISMP science curriculum in IPG. Its discussions and recommendation were also discussed in this article.
Co-Authors Abdul Rahim Bin Hamdan Abdul Rahim Bin Hamdan Fauziah Hj Yahya Fauziah Hj Yahya Halimatussadiah Binti Saleh Halimatussadiah Binti Saleh