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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Main Author:	Kalpana Deepa Veni Veloosamy
Format:	thesis
Language:	eng
Published:	2018
Subjects:	Q Science
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=5087
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id	oai:ir.upsi.edu.my:5087
record_format	uketd_dc
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	Q Science
spellingShingle	Q Science Kalpana Deepa Veni Veloosamy Identification of physical factors and practices for implementing lower primary science curriculum
description	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.
format	thesis
qualification_name
qualification_level	Master's degree
author	Kalpana Deepa Veni Veloosamy
author_facet	Kalpana Deepa Veni Veloosamy
author_sort	Kalpana Deepa Veni Veloosamy
title	Identification of physical factors and practices for implementing lower primary science curriculum
title_short	Identification of physical factors and practices for implementing lower primary science curriculum
title_full	Identification of physical factors and practices for implementing lower primary science curriculum
title_fullStr	Identification of physical factors and practices for implementing lower primary science curriculum
title_full_unstemmed	Identification of physical factors and practices for implementing lower primary science curriculum
title_sort	identification of physical factors and practices for implementing lower primary science curriculum
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Sains dan Matematik
publishDate	2018
url	https://ir.upsi.edu.my/detailsg.php?det=5087
_version_	1747833166063730688
spelling	oai:ir.upsi.edu.my:50872020-08-10 Identification of physical factors and practices for implementing lower primary science curriculum 2018 Kalpana Deepa Veni Veloosamy Q Science 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. 2018 thesis https://ir.upsi.edu.my/detailsg.php?det=5087 https://ir.upsi.edu.my/detailsg.php?det=5087 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains dan Matematik Abdul Hakim Muhammad, M.S. (2005). Pengurusan Fasiliti. UTM: PenerbitUniversiti Teknologi Malaysia.Abdu-Raheem, B.O. (2014). Improvisation of instructional materials for teaching and learning insecondary schools as predictor of high academic standard. Nigerian Journal of Social Studies,17(1),131-143.Ademilua, A.A. (2002). Factors Affecting Students’ Academic Performance in Some Selected schools inEkiki State. Unpublished M.Ed. Dissertation. 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