The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)

This study aimed to analyze the implementation of reformed primary science curriculum in Jempol and Jelebu District, and to determine the relationship between the implementation of level I science curriculum and the teachers’ understanding. A mixed method approach was used. Quantitative da...

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Main Author:	Nagalaxmy Markandan
Format:	thesis
Language:	eng
Published:	2017
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=4206
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spelling	oai:ir.upsi.edu.my:42062020-02-27 The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR) 2017 Nagalaxmy Markandan LB Theory and practice of education This study aimed to analyze the implementation of reformed primary science curriculum in Jempol and Jelebu District, and to determine the relationship between the implementation of level I science curriculum and the teachers’ understanding. A mixed method approach was used. Quantitative data were collected through questionnaire from 127 science teachers, meanwhile the qualitative data collected through interviews, classroom observations and document analysis. The quantitative data were analyzed through SPSS, while the interview data were analyzed using ATLAS.ti. The findings show there is a significant positive relationship between the teachers’ understanding and the translation of science curriculum into the lesson plan. A significant positive relationship is also found between the teachers’ understanding and the strategies used in teaching science. There is also a positive relationship between the teachers’ understanding and the assessment methods carried out in the classroom. Nevertheless, insufficient of time in completing the learning standard and insufficient apparatus have become issues and challenges due to less understanding of the content of level I science curriculum. In conclusion, there is a positive relationship between all studied aspects of teachers’ understanding towards the reformed primary science curriculum and its implementation. In implication, the study indicates that there is a need in professional development trainings for teachers who are teaching level I science in order to maximize curriculum implementation at the classroom level. 2017 thesis https://ir.upsi.edu.my/detailsg.php?det=4206 https://ir.upsi.edu.my/detailsg.php?det=4206 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik N/A
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Nagalaxmy Markandan The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
description	This study aimed to analyze the implementation of reformed primary science curriculum in Jempol and Jelebu District, and to determine the relationship between the implementation of level I science curriculum and the teachers’ understanding. A mixed method approach was used. Quantitative data were collected through questionnaire from 127 science teachers, meanwhile the qualitative data collected through interviews, classroom observations and document analysis. The quantitative data were analyzed through SPSS, while the interview data were analyzed using ATLAS.ti. The findings show there is a significant positive relationship between the teachers’ understanding and the translation of science curriculum into the lesson plan. A significant positive relationship is also found between the teachers’ understanding and the strategies used in teaching science. There is also a positive relationship between the teachers’ understanding and the assessment methods carried out in the classroom. Nevertheless, insufficient of time in completing the learning standard and insufficient apparatus have become issues and challenges due to less understanding of the content of level I science curriculum. In conclusion, there is a positive relationship between all studied aspects of teachers’ understanding towards the reformed primary science curriculum and its implementation. In implication, the study indicates that there is a need in professional development trainings for teachers who are teaching level I science in order to maximize curriculum implementation at the classroom level.
format	thesis
qualification_name
qualification_level	Master's degree
author	Nagalaxmy Markandan
author_facet	Nagalaxmy Markandan
author_sort	Nagalaxmy Markandan
title	The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
title_short	The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
title_full	The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
title_fullStr	The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
title_full_unstemmed	The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)
title_sort	implementation of reformed primary science curriculum in jempol and jelebu district (ir)
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Sains dan Matematik
publishDate	2017
url	https://ir.upsi.edu.my/detailsg.php?det=4206
_version_	1747833121978449920

The implementation of reformed primary science curriculum in Jempol and Jelebu district (IR)

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