Monday, 9 July 2018

Last class with Prof Aziah


💝💝💝💝💝

< Blend Space >



it's a new thing to learn. Thank you Prof Aziah introducing this kind of techno savvy to us 😇

here i attach  too the link of my group blend space using tes teach.





CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction
This chapter purposed on the procedures and methodology used to conduct this research. It is included the research design, population and sampling, research instrument, data collections and the data analysis. A  description on how the data analysis was used in assessing trainee teacher’s readiness and challenge towards teaching practice also was describe in this chapter.

3.2 Research design
The research design used in this study was quantitative in nature. This research focused on UiTM trainee teacher readiness towards becoming a teacher. The data obtained through the use of questionnaire.

3.3 Research method
This research used a descriptive research method. This technique used where the data was collected, gathered and analyzed. This research purpose was to get information about the trainee teacher’s readiness before and after teaching practice. It was also used to know the challenges faced during their practicum session and the needs of improvement that were need to overcome the problems they encountered in teaching practice. This survey method that was used in this research applies on questionnaire to obtain the data.

3.4 Population and Sample
The target population of this research was full time of education students in semester 7 and semester 8 of Faculty of Education. The survey was given to these respondents because they were already undergoing their teaching practice in school. These students of Faculty of Education undergo their course in UiTM Puncak Alam.

3.5 Instrumentation
This research was used a quantitative research that is a questionnaire as an instrument. The questionnaire is self-constructed and not adapt to any sources. However, some of items in this questionnaire were being modified twice and few of it is excluded after reliability analysis test. From the population that was mention above, 30 students were selected as respondents for a pilot study. This research was basically conducting a pilot study first for reliability purpose.  Besides that, the instrument are well ready after conducted a pilot study for students of Faculty of Education in each courses and it’s about 180 respondents were involve in answering of 85 items. Each of items acceptability getting through reliability and validity by using the “SPLITT-HALF” Reliability model and within IBM Statistical Package for the Social Sciences (SPSS) software Version 23. The instrument that was used in this research is a questionnaire. The instrument has drafted and attached in appendices.

            3.5.1 Questionnaire
The questionnaire purpose was to fulfill all the research objectives which is first research question is to measure the level of readiness among UiTM trainee teachers on teaching practice and also second research objective; to investigate trainee teachers teaching related abilities during practicum, the third research objective is to identify the trainee teacher’s challenges encountered during teaching practice and the last one the fourth research objective is to investigate the needs of trainee teachers.

The questionnaire consists of several sections which are Section A, Section B and Section C with 85 questions in total. The sections are section A: demographic background, section B (RQ 1): What are trainee teachers’ general readiness to teach prior to practicum, (RQ 2): What are teaching related abilities during practicum, Section C (RQ 3): What are the trainee teachers’ challenges encountered during teaching practice? And (RQ 4): What are the needs of trainee teachers?

            3.5.1.1 Section A: Demographic Background
Wyse (2012), demographic background is about the particular characteristics of respondents. This section; Section A: Demographic background consists of 5 items. The demographic background is focused on these five items which are gender, part, program, name of school and CGPA.

Three items which are gender, part and program are using close format question which means the list of answers already provided and respondents just need to choose only one option. On another hand, another two items which are name of school and CGPA apply open format question which means that the answer is not provided thus respondents have to fill it themselves. The example of one open format question and one close format questions are as follows:
1.         GENDER:      (     ) FEMALE      (     ) MALE
2.         AGE: __________

Item 1 above is the example of close format questions and item 2 shows the example of close format questions.

3.5.1.2 Section B (RQ 1): What are the level of general readiness UiTM trainee   teacher’s towards teaching practice?

There are 64 items in Section B which aims to measure the level of general readiness among UiTM trainee teachers towards teaching practice. Respondents need to answer the side-to-side matrix – scale between 10, 20, 30, 40, 50, 60, 70, 80, 90 and 100.

However, these items was divide into several aspects which are Section B, Part A on general readiness before teaching practice (item 1 to item 18), Part B teaching-related readiness before teaching practice (item 19 to item 46) and Section C: Challenges encountered during teaching practice (item 47 to 61) and two items of open-ended question.

3.5.1.3 Section B (RQ 2): What are trainee teachers’ teaching related abilities during practicum?

Items in Section B in Part b (RQ 2) there are 46 items. This part purpose is to fulfill the second research objective which is to investigate trainee teachers teaching related abilities during practicum. Respondents also need to answer the side-to-side matrix - scale between range 10, 20, 30, 40, 50, 60, 70, 80, 90 and 100. This section exposed more about 21st century learning skills knowledge.

3.5.1.4 Section B (RQ 3): What are trainee teachers’ challenges during teaching practice?

Items in Section B in Part b (RQ 2) there are 14 items. This part purpose is to fulfill the third research objective which is to identify the trainee teachers’ challenges encountered teaching practice. Respondents also need to answer the side-to-side matrix between 10, 20, 30, 40, 50, 60, 70, 80, 90 and 100.

Challenges that are being focus in this section are divided into two aspects which are working inside classroom and working with others.
Examples of items are as follows;
3.5.2 Research Question 4: Open-ended question
Open ended question was posed to respondents to know their opinion and views on what are aspects that need to improve for the teaching practice before they undergo practicum session and the needs of trainee teachers that a faculty can help in order to increase the readiness.
Examples of items are;
1. What are the aspects that you feel you still need improvement before your teaching stint in schools?
_______________________________________________________________________
2. How can faculty help?
_______________________________________________________________________

3.6 Instrument’s validity and reliability
The instruments used in this study first had been validated by a research supervisor who is a lecturer from Faculty of Education, UiTM Puncak Alam. Some of the items were corrected through the process of validation based on the suggestions of the instrument’s validator.

For validity and reliability of the instrument, pilot test will be conducted to seek the Cronbach’s Alpha value and the questionnaire will forward to the experts in the field. The acceptance level of Cronbach‟s Alpha values as shows in the table below.

Cronbach’s Alpha
Internal Consistency / Reliability Indicator
a > 0.9 / >0.9
Excellent / Very highly reliable
0.7 ≤ a < 0.9 / 0.8-0.9
Good / Highly reliable
0.6 ≤ a < 0.7 / 0.70-0.79
Acceptable / Reliable
0.5 ≤ a < 0.6 / 0.60-0.69
Poor Marginally minimally reliable
a < 0.5 / <0.60
Unacceptable / Unacceptably low reliability
            
  Sources from Lee Cronbach (1951)
Table 1: Shows the Cronbach‟s Alpha Values and Internal Consistency

Next, the data obtained from the questionnaire was running using Cronbach Alpha analyzed in order to know the consistency reliability of items. Based on the test, the result for the reliability for the overall instrument is 0.883 which indicates the instrument was reliable to measure respondents’ response in answering the items.

                                                Table 3.7: Reliability Statistics
______________________________________________________________________
            Cronbach’s Alpha     Cronbach’s Alpha Based on Standardized      Items  N of items
____________________________________________________________________________
                      0.880                                           0.897                                                    ____________________________________________________________________________
Table 3.7 shows the Cronbach’s Alpha for overall items used in questionnaire

Later, data obtains from questionnaire were analyzed. Finally, all the results obtained and analyzed into the report and study was completed.
1.1  Data collection

 Data collection will be set up at Faculty of Academic Contemporary Islamic Studies (ACIS) in UiTM Shah Alam. The questionnaires will distribute to the respondents in the class according to the cohort. Verbal explaining will give to the respondents on the purpose of the study, confidentiality and consent. Participant also will be informing of the right to participate or not to participate in the study. They will also brief explain about how to complete the questionnaire. The participants will need to answer the questionnaire immediately. 15 minute to 20 minutes will be allocating to the participant to answer the questionnaire. Participant will advise to clarify any ambiguity on the spot.


3.8 Data analysis procedures


Generally, all the data gather from the questionnaires that will collect and evaluated using the Statistical Package for the Social Science (SPSS) version 18. By using this software, a lot of time can be saved as it helps the researcher by just keying in the data and the data will be automatically processed and the results instantly tabulated. Afterward, the data will analyze to see whether the results correlate with the research objectives. Then researcher will make conclusion within recommendation based on the analysis. 
The questionnaires consist of three section, which section A (demographic data of the respondents), Section B, Part A (General Readiness Dimension) and Part B (RTeaching-related readiness) and Section C (Challenges Encountered during Teaching Practice). Section A consists of items pertaining to the demographic characteristic of the respondent and data will calculate and presented in the frequency table. For the section B and C likert scale test questionnaire will be use that start from scale 10, 20, 30, 40, 50, 60, 70, 80, 90 and 100. Marks will be allocate and code according to selection of respondents. The test will use for each of research objectives as showed in the table below.
Research Objectives
Sections
Data Analysis 
1. To find out trainee teachers’ general readiness to teach prior to practicum.

Section B
  Part A
  Questions 1 – 18

Mean and Standard
Deviation
(Dimension of general readiness)

2. To investigate trainee teachers’ teaching skills abilities during practicum
Part B
Questions 19 – 46

Mean and Standard
Deviation
(Dimension of teaching-related readiness)

3. To identify trainee teachers’ challenges encountered during teaching practice
Part C
   Question 47-61
Mean and Standard
Deviation
(Dimension of challenges encountered during teaching practice)

4. To investigate the needs of trainee teachers to undergo teaching practice
Section C
Open-ended  
Mean and Standard
Deviation
(Dimension of the needs of trainee teachers to undergo teaching practice)

      Table 2 : Shows the research objectives and data analysis will use to conduct the study

3.9 Summary 
Overall, this chapter, researcher will choose Faculty of Education in UiTM Puncak Alam. This research will choose quantitative descriptive study and probability simple random sampling strategy technique. The sample will involve all the undergraduates Bachelor of Education and survey questionnaires will use as the main instrument to collect data in this study.

Wednesday, 4 July 2018

Chapter 3 Composition

for chapter 3, we are learning about a research design. There are few types of design of research, ie descriptive, experimental, correlation, causal comparative, ethnographic, grounded theory, narrative, mixed-method and action research. 

POPULATION AND SAMPLING

´A population is a group of individuals that comprise the same characteristics

´A sample is a sub-group of the target population that the researcher plans to study 

literally for my study, I've been doing :
population: UiTM Shah Alam student

sample: student of faculty education
types of sampling: simple random sampling

Tuesday, 3 July 2018

Conceptual Framework

what is conceptual framework?

What is a conceptual framework?
A written or visual presentation that:
-explains either graphically, or in narrative
form,...

this is such example of conceptual framework:
Image result for conceptual framework

Research FAQs Video!

oh btw, before I forgot this is the video from Prof Aziah that she was upload in I-learn for week 4 just because we don't have a learning session in the class like usual. How thoughtful she is as our professor ! 
This video is about a guideline for your research concern from your variables construction, hypothesis, problem statement, research questions and objectives, basically your Chapter 1 composition. 

and then, Prof Aziah also has explaining about research approach for the research design. for example, it is very important to have these three components for your research problem. 1) concern 2) context 3) corroboration

Literature Review Process:
Step 1: Identify keywords
Step 2: Summarize and Literature Map
Step 3: Synthesize (eg: you made it only 2 sentences from 4 articles about the research context)
Step 4: Relate and frame it with our study

here is the video, Enjoy!💝💝

CHAPTER 2 (LITERATURE REVIEW)


CHAPTER 2

LITERATURE REVIEW


2.1 Introduction
In this particular chapter; findings, theories, previous researches and review of literature related to the readiness and challenges in teaching practice and trainee teachers will be discussed in details.

2.2 Trainee Teacher
The findings of this study reflect on the readiness of trainee teachers towards teaching practice. Hence, the findings will be made known to the trainee teachers and help trainee teachers to assess their level of readiness towards teaching practice. They will be more aware of their level of readiness and prepare themselves better. Therefore, it will improve the effectiveness in the aspect of teaching and learning session.

This study specifically focusing on trainee teachers instead of teachers in services because of the main objective of this study is to measure the level of readiness of trainee teachers toward teaching practice and challenges faced by trainees as well. Studying the readiness of trainee teachers can reflects better on the preparedness in teaching practice compare to teacher in services based on measuring their understanding, challenges faced. Joshi & Chugh (2009) highlighted teachers need to be able comprehend with knowledge from general to complex such as communication skills as the basic knowledge to problem-solving skills. 

2.3 Readiness to teach
Practice is important action need to be used to highlight on the importance of preparation towards effectiveness in teaching context. Effectiveness teaching can lead teacher to become effective in their teaching. One must be proficient to become an effective teacher as according to these following aspects:

2.3.1 Content knowledge
Teacher’s knowledge in subject matter gives a big impact for an effectiveness of teaching.

“ In 1992, the Department of Education and Science (DES) commissioned a discussion paper by Alexander, Rose and Woodhead which stated that good subject teaching depends on teachers knowledge, skills and understanding in the subject concerned… subject knowledge is a critical factor at every point in the teaching process… Problems may stem from weakness in teachers subject knowledge and understanding” (Madwell)

The knowledge of teacher can be branched into two elements which are subject content and educational content. It’s important for the teacher to empower the knowledge of subject matter first before become as a teacher; it is a core for every teacher to teach the subject. Thus, Ausubel (1968) has been claimed that what is the most important thing for students to take as experiences in learning is they know what they are taught by a teacher. (Wray, 1968)

For another reason of the content of knowledge is very important in teaching and learning because it can help to avoid student’s misunderstanding and misconception of the lesson. According to Rumelhart (1980), he stated that teachers play important role need and to find a way to take account the knowledge and ideas of children in order to maximise children’s learning (Fox, 1968). In addition, the most important key to oppose the niche of misunderstanding one must have a deep knowledge and depth nature of understanding concept first as highlighted by Kimberly & Deborah. It also has been claimed from Grant Wiggins and Jay McTighe (1998),
“To successfully engineer understanding, educators have to be able to describe what it looks like, how it manifests itself, and how apparent understanding (or misunderstanding) differs from genuine understanding” (Allen, 2005)

Furthermore, teachers also should update and have knowledge in terms of educational knowledge. Educational knowledge is things that related to curriculum of education itself. Why it is important for teachers to have knowledge on the curriculum itself? The curriculum help teachers to get know about arrangement of content on subject matter and it also provides guidance for teachers to know about the syllabus and content they should teach according to time duration. Then, the teachers will know how far they should teach about the content and knowledge. This is important for teachers to look and identify students’ development and progress towards the subject knowledge. According to Intern report (2007), teachers need to use curriculum in teaching to allow them see student’s progress in learning from stage by stage. It highlighted that, educational knowledge context very important for teachers to look upon as the guidance thus to apply in teaching and learning as it can assist teachers to assess student’s achievement towards subject knowledge. As according to Milne (1999) highlighted a teacher should really have a deep understanding about the subject knowledge in order to implement several of teaching strategies. Thus, we can see it is correlated between element of content subject and teaching strategies.

2.3.2 Pedagogical content knowledge (PCK)
In teaching profession, content knowledge only is not enough in preparing teachers in teaching context. To compare and contrast, pedagogical content knowledge refers to how effectively teach a particular discipline while subject matter knowledge refers in particular of teachers’ knowledge of subject matter.

Shulman (1986) proposed the idea of Pedagogical Content Knowledge where he suggested pedagogy and the knowledge on subject matter must not be treated as mutually exclusive.

“Shulman (1986) argued for Pedagogical Content Knowledge as the content knowledge that deals with the teaching process including the way of representing and formulating the subject that make it comprehensible to others” (content knowledge for teaching)



Pedagogical content knowledge can be represented by figure 2:


“Figure 2: The Two Circles of Pedagogical Knowledge & Content Knowledge Are Now Joined by Pedagogical Content Knowledge. (Cited from Punya Mishra, Matthew J. Koehler (2006))” (koehler)


Pedagogical content knowledge have two additional components which is completed the knowledge by Kathryn (1997) (F). The first two of the component is teachers’ knowledge of student which includes:
i)                   Abilities and learning strategies
ii)                 Ages and development level
iii)               Attitudes
iv)               Motivation
v)                  Prior knowledge of the concept to be taught
Teachers’ knowledge on physical environment, political, social and cultural is elements that involves the next component which students are required to learn in.

According to past studies, trainee teachers have the lack of experience; they may have a surface level of PCK only. Thus, PCK aspect needs to be stressed on during the preparation of trainees. (Carpenter, Fennema, Petersen, & Carey, 1988; Feiman-Nemser & Parker, 1990; Gudmundsdottir & Shulman, 1987; Shulman, 1987). (Mohammed, 2015)

Kathryn (1997) has claimed that Pedagogical Content Knowledge can be learned from a sharing session and exchanging of pedagogical content knowledge that has already obtained with another teacher. This will encourage teachers and enable one to apply a variety of Pedagogical Content Knowledge in teaching.

2.3.3 Skills or knowledge about learners

In teaching, trainees must have a certain skills and knowledge in order to assist them for a better learning session and towards becoming an effective teacher. Classroom management is one of the most important teaching skills for effective teaching. In fact, teachers can provide a clear understanding of lesson to student when the classroom management is good. Thus, this is an advantage for teachers and students to achieve learning objectives. According to Evertson, Emmer, & Worsham (2006) effective classroom management provide an opportunities in children’s learning. However, it’s not easy for teachers to obtain effective classroom management as there are certain challenges that restrict teachers to seek upon effective classroom management. Walter Doyle’s (1986, 2006) highlighted the potentials characteristics for problems with regards to classroom management. There are six of characteristics, namely 
i)                   Classroom are multidimensional
ii)                 Activities occur simultaneously
iii)               Things happen quickly
iv)               Event are often unpredictable
v)                  There is little privacy
vi)               Classroom have histories


2.4 Problems and challenges encountered by trainee teachers
During teaching and learning session, teachers cannot escape from having problems. This acts as challenges for all teachers especially those who are lack of experience in teaching. Trainee and novice teachers are the one of people who are commonly exposed to many problems in teaching due to insufficient of experience, skills and knowledge. According to Housten and Felder (1982), new teachers first experience in teaching is like to test whether they surviving or not in teaching profession rather than to seek personal growth and development. However, only from experience can discover and help new teachers to learn and reflect of what was lacking in their teaching in order to improve for better teaching. Like Bryant (2003) was stated that mistakes in teaching is one of learning progress and learning opportunities.

Teaching program role is very important in exposing experience in teaching for their trainee teachers. Educational teaching program must taking care each issues regarding of their trainee teachers in teaching. Moreover, this will help the Graduate Teaching Program trace problems and challenges facing by trainees during teaching.

On the other hand, from a previous research from Noormala binti M. Yunus (1998) most of problems that encountered by new teachers in teaching is because they are not really prepared to become a teacher from the beginning (Veenman, 1984).

2.5       21st century learning skills

I would rather have a failure story than share a story of regret. My long-term goal is to form myself to accomplish task in new ways. This applies to my teaching and learning”
                                                            (Teller, self efficacy)

Today we live in a technology and media-suffused environment with: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to create, evaluate, and effectively utilize information, media, and technology. Thus, in term of teaching profession, 21st century learning skills is one of important evaluation on teaching-related readiness. Integrating technology in a classroom is one of medium in 21st century learning skills.

On another side, study has been conducted from previous research demonstrated that integrating computer and technology in classroom can provide better classroom management and increase positive attitude of teachers cause of this technology can assist them to conduct a classroom. As we know, students in millennial era exposed with lots of technology platform. Thus, they will be more interest on learning with the technology as a medium of learning. Infodev (2001) defined that every learner must be ready with every things and new things that always implemented in teaching and learning process for example technology. Every aspect of teaching can be different from day a day according to what the changes were occurred.

McConnel International (200) stated that each learning group must be catered with specific needs thus that important of readiness assessment in order to give solution and provider of information. In addition, positive classroom management can be achieved because of their level of attention increase. This study has been conducted from Shamsiah Mohamed and Ab. Rahim Bakar (2008) who stated the most trainee teachers obtain positive attitude from integration of computer in teaching. (Mohamed & MOHAMED, 2008)

Embed Higher Order Thinking Skills (HOTS) when teaching allows us to change method and goals of learning, Brisbourne (2012). It was important aspect in teaching 21st century. In teaching context, understanding HOTS helps teachers to understand better of implementation of student’s thinking skills and it also helps the teachers to adjust teaching strategies and methods as due to response in current education policy and students’ response. Bad effect of teachers’ fail to understand HOTS is there will be none of teaching strategies that will work on students. Therefore, trainee teachers must have knowledge on HOTS and find initiative to improve level of understanding on HOTS. Thus, HOTS can be implemented effectively on students in teaching.