Identification of physical factors and practices for implementing lower primary science curriculum
The study identifies the physical factors and practices for the implementation of level onelower primary science curriculum. The purposes of this study were to assess the existing physicalfactors and practices for the implementation of primary science curriculum, to determine whetherthe schools have...
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| Format: | thesis |
| Language: | eng |
| Published: |
2018
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=5087 |
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| Summary: | The study identifies the physical factors and practices for the implementation of level onelower primary science curriculum. The purposes of this study were to assess the existing physicalfactors and practices for the implementation of primary science curriculum, to determine whetherthe schools have accommodated physical factors as in accordance to the Ministry of Educationguidelines and to identify the relationship between the classroom physical factors and the teachingand learning (T&L) science practices. A survey design was adopted for this study. The studyinvolved 146 primary science teachers from District of Larut, Matang and Selama, Perak. Theresearch instruments employed were questionnaires, observation check list and interview protocol.Data were analyzed using descriptive statistics, which were frequency distribution and percentage,while correlation tested the hypothesis at 0.05 significant level. Data from the interviews wereanalyzed using Atlas.ti while the classroom observations were analyzed through the checklist. Thekey finding of the research identifies that the majority surveyed schools are adhered to theministerial guidelines. However, the accommodation facilities in the classrooms are at moderatesatisfaction level. The result reveals a low rating (mean = 2.47) for overall analysis ofexisting physical factors and a moderate level (mean = 2.74) for existing practices in the primaryschools for implementing science curriculum. Furthermore, the result also indicates that theclassroom physical factors have a significant relationship with the science T&L practices (r =0.876, p < 0.05). In conclusion, by enhancing the accommodation of physical factors in theclassroom, the quality of T&L could be improved. Its implication is that the integration ofphysical facilities in science curriculum could reduce frustration, improve positive behavioral,andcould help in developing students’ personality and self-confidence. |
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