Hubungan antara sikap dan motivasi intrinsik dengan efikasikendiri guru reka bentuk dan teknologidalam pelaksanaan pembelajaran berasaskan projek
The changes of the 21st century are impacting the education system in Malaysia through teaching and learning methods to produce more skilled students. This study aims to examine the relationship between attitudes and intrinsic motivation on self -efficacy to implement the Project Based Learning meth...
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| Format: | Thesis |
| Language: | English |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://eprints.utm.my/102623/1/NorAzilaIsaMSP2021.pdf.pdf |
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| Summary: | The changes of the 21st century are impacting the education system in Malaysia through teaching and learning methods to produce more skilled students. This study aims to examine the relationship between attitudes and intrinsic motivation on self -efficacy to implement the Project Based Learning method among primary school Design and Technology teachers. There are few studies have been conducted to look into the simultaneous relationship between these three variables especially in the context of Design and Technology subjects for primary school students. This study uses a quantitative method conducted by survey and involves three questionnaire instruments namely 'Teachers' Sense of Efficacy Scale' (TSES), attitude instrument adapted from Hazlin (2016) and 'Intrinsic Motivation Inventory' (IMI). A total of 155 Design and Technology primary school teachers in Kluang district, Johor were involved in this study. Descriptive analysis showed that the teachers involved in this study had a level of positive attitude, high intrinsic motivation and high self -efficacy towards project -based learning. Meanwhile, Spearman correlation analysis showed a strong positive relationship (r = 0.730) which was significant between attitudes and teacher self-efficacy. Meanwhile, the relationship between intrinsic motivation and teacher self-efficacy recorded a moderate positive correlation value (r = -0.452) and significant. Multiple regression analysis that was run showed (F (2, 152) = 96,312, p <0.05), with R2 = 0.553. This shows that the combination of the two variable attitude and intrinsic motivation led to a 55.3% change in variance on the teacher's self-efficacy. An upward examination of the t-value in the table above shows that the regression coefficient in the population from which the sample was obtained is positive (t = 2.184; p < .05). This study has implications for teachers in particular, administrators, District Education Offices, State Education Departments and the Ministry of Education to help teachers maintain a positive attitude and a high level of intrinsic motivation to improve teachers' self -efficacy on project -based learning methods. Several suggestions have been put forward for further research in the future to help teachers produce effective teaching and learning processes in line with the changes of the 21st century. |
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