Permasalahan Pelaksanaan Pembelajaran Kontekstual Dari Persepsi Guru-Guru Sains dan Matematik Sekolah Menengah Teknik di Negeri Kedah
This study was intended illustrate problems regarding the implementations of contextual learning from the perceptions of science and mathematics teachers in five Technical Secondary Schools in Kedah. Contextual Learning Approach Theory was used during the conduct of the study. Contextual teaching an...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2003
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| Subjects: | |
| Online Access: | http://etd.uum.edu.my/1098/1/PUTEH_BT._OTHMAN.pdf http://etd.uum.edu.my/1098/2/1.PUTEH_BT._OTHMAN.pdf http://etd.uum.edu.my/1098/ |
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| Institution: | Universiti Utara Malaysia |
| Language: | English English |
| Summary: | This study was intended illustrate problems regarding the implementations of contextual learning from the perceptions of science and mathematics teachers in five Technical Secondary Schools in Kedah. Contextual Learning Approach Theory was used during the conduct of the study. Contextual teaching and learning concepts were linked to the implementation problems faced by science and mathematics teachers. Problems were observed in terms of 8 factors namely methodological factor, modules, teaching periods, videos, laboratory, syllabus, examinations and class size. The study involved 93 respondents who were of both of sexes, various teaching backgrounds and options. The survey instruments used to collect data was divided into 3 sections namely; section A, B and C. Section A collected data on teacher’s demographic factors. Section B was on Upgrading professional courses attended and section C, which consisted of 40 questions was on problems in implementations related to contextual learning. The data collected were analyzed using descriptive statistical procedures to determine the frequencies, percentages, mean and standard deviations. Inference statistics was used to determine t-test, ANOVA test and Scheffe test. The results of the analysis indicated that there was a significant relation between implementation of contextual learning related-problems of science and mathematics teachers.
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