Pub Date : 2020-01-31DOI: 10.32890/MJLI2020.17.1.7
R. M. Tan, Rosanelia T. Yangco, E. Que
Purpose: The purpose of this study is to determine the impact of an Inquiry-based Flipped classroom model on the conceptual understanding and science process skills of junior high school students in the Philippines. Method: A two-group pretest/post-test design was conducted on 55 Grade 9 students for the study. One group received instruction using the flipped classroom format while the other group serving as control was taught in the conventional format. A Conceptual Understanding Test (CUT) and a Science Process Skills Test (SPST) were used to measure the impact of instruction on the two groups. Independent samples t-test was used to determine if there was a significant difference between the groups while paired samples t-test was conducted on both groups to determine if the groups improved significantly after a 7-week intervention. Linear regression was performed to determine if science process skills was a positive predictor of conceptual understanding. Findings: Inquiry-based flipped classroom did not make students perform better than the non-flipped inquiry-based learning environment in the Conceptual Understanding Test (CUT) and Science Process Skills Test (SPST) except on one biology topic (non-Mendelian Genetics) where the Flipped Inquiry Group scored significantly higher than the control in the CUT. Students’ science process skills positively predicted their conceptual understanding in biology. Significance: Inquiry–based flipped classroom can be as effective as the non-flipped inquiry-based instruction in improving students’ conceptual understanding and science process skills but can be made even more effective depending on the content, the manner the content is uploaded and the choice of LMS for uploading the online content. The study also showed the importance of science process skills in enhancing students’ conceptual understanding in biology.
{"title":"STUDENTS’ CONCEPTUAL UNDERSTANDING AND SCIENCE PROCESS SKILLS IN AN INQUIRY-BASED FLIPPED CLASSROOM ENVIRONMENT","authors":"R. M. Tan, Rosanelia T. Yangco, E. Que","doi":"10.32890/MJLI2020.17.1.7","DOIUrl":"https://doi.org/10.32890/MJLI2020.17.1.7","url":null,"abstract":"Purpose: The purpose of this study is to determine the impact of an Inquiry-based Flipped classroom model on the conceptual understanding and science process skills of junior high school students in the Philippines.\u0000\u0000Method: A two-group pretest/post-test design was conducted on 55 Grade 9 students for the study. One group received instruction using the flipped classroom format while the other group serving as control was taught in the conventional format. A Conceptual Understanding Test (CUT) and a Science Process Skills Test (SPST) were used to measure the impact of instruction on the two groups. Independent samples t-test was used to determine if there was a significant difference between the groups while paired samples t-test was conducted on both groups to determine if the groups improved significantly after a 7-week intervention. Linear regression was performed to determine if science process skills was a positive predictor of conceptual understanding.\u0000\u0000Findings: Inquiry-based flipped classroom did not make students perform better than the non-flipped inquiry-based learning environment in the Conceptual Understanding Test (CUT) and Science Process Skills Test (SPST) except on one biology topic (non-Mendelian Genetics) where the Flipped Inquiry Group scored significantly higher than the control in the CUT. Students’ science process skills positively predicted their conceptual understanding in biology.\u0000\u0000Significance: Inquiry–based flipped classroom can be as effective as the non-flipped inquiry-based instruction in improving students’ conceptual understanding and science process skills but can be made even more effective depending on the content, the manner the content is uploaded and the choice of LMS for uploading the online content. The study also showed the importance of science process skills in enhancing students’ conceptual understanding in biology.","PeriodicalId":346183,"journal":{"name":"Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133305403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.32890/MJLI2020.17.1.9
Husna Faredza Mohamed Redzwan, Khairul Azam Bahari, Anida Sarudin, Z. Osman
Tujuan - Kajian ini bertujuan untuk mengenal pasti upaya berbahasa menerusi penggunaan Bahasa Melayu Tinggi dan Berbudaya (BMTB) dalam kalangan guru pelatih sebagai ciri kesantunan yang dapat diukur menerusi Indikator Profesionalisme Guru Pelatih berdasarkan skala morfofonetik, sosiolinguistik dan sosiopragmatik. Metodologi - Sembilan orang guru pelatih Bahasa Melayu daripada lima buah sekolah menengah terpilih di negeri Perak dijadikan responden. Kajian ini menggunakan pendekatan kualitatif yang memberikan kefahaman mendalam berkaitan dengan upaya BMTB dalam kalangan guru pelatih berasaskan senarai semak pencerapan pengajaran dan pemudahcaraan (PdPc) yang dibina berpandukan penentuan skala morfofonetik; skala sosiolinguistik; dan skala sosiopragmatik mengikut kerangka konseptual Brown dan Levinson (1987). Pencerapan dilaksanakan terhadap sembilan orang guru pelatih dengan menganalisis rakaman sesi PdPc mereka yang berdurasi 540 minit dan telah ditranskripsikan. Dapatan - Kajian ini menunjukkan bahawa masih terdapat ketidakpatuhan aspek morfofonetik terutamanya dalam mengartikulasikan perkataan-perkataan tertentu dalam bahasa Melayu dengan menggunakan sebutan baku dalam kalangan guru pelatih. Selain itu, ketidakpatuhan mereka terhadap peraturan sosiolinguistik juga dikesan, iaitu masih terdapat penggunaan bahasa yang kurang rapi kerana mengandungi percampuran kod. Ketidakpatuhan aspek morfofonetik dan sosiolinguistik ini perlu ditangani dengan baik agar upaya berbahasa dan tahap profesionalisme guru pelatih dapat ditingkatkan. Dari aspek sosiopragmatik pula, kesemua 15 substrategi kesantunan berbahasa di bawah Strategi Kesantunan Positif Brown dan Levinson (1987) didapati telah diamalkan oleh guru pelatih yang menunjukkan bahawa mereka memiliki upaya berbahasa yang positif dan memenuhi indikator profesionalisme sebagai bakal pendidik. Signifikan - Kajian ini menyumbang kepada saranan membina indikator profesionalisme guru pelatih UPSI khususnya dan bakal pendidik umumnya dalam perspektif upaya BMTB bagi mengukur amalan kesantunan berbahasa, khususnya dalam bidang Bahasa Melayu semasa mereka menjalani latihan mengajar.
{"title":"STRATEGI PENGUKURAN UPAYA BERBAHASA MENERUSI KESANTUNAN BERBAHASA SEBAGAI INDIKATOR PROFESIONALISME GURU PELATIH BERASASKAN SKALA MORFOFONETIK, SOSIOLINGUISTIK DAN SOSIOPRAGMATIK\u0000(LINGUISTIC POLITENESS AS AN INDICATOR OF TRAINEE TEACHER PROFESSIONALISM: A LANGUAGE ABILTY MEASUREMENT STRATEGY BASED O","authors":"Husna Faredza Mohamed Redzwan, Khairul Azam Bahari, Anida Sarudin, Z. Osman","doi":"10.32890/MJLI2020.17.1.9","DOIUrl":"https://doi.org/10.32890/MJLI2020.17.1.9","url":null,"abstract":"Tujuan - Kajian ini bertujuan untuk mengenal pasti upaya berbahasa menerusi penggunaan Bahasa Melayu Tinggi dan Berbudaya (BMTB) dalam kalangan guru pelatih sebagai ciri kesantunan yang dapat diukur menerusi Indikator Profesionalisme Guru Pelatih berdasarkan skala morfofonetik, sosiolinguistik dan sosiopragmatik.\u0000 \u0000Metodologi - Sembilan orang guru pelatih Bahasa Melayu daripada lima buah sekolah menengah terpilih di negeri Perak dijadikan responden. Kajian ini menggunakan pendekatan kualitatif yang memberikan kefahaman mendalam berkaitan dengan upaya BMTB dalam kalangan guru pelatih berasaskan senarai semak pencerapan pengajaran dan pemudahcaraan (PdPc) yang dibina berpandukan penentuan skala morfofonetik; skala sosiolinguistik; dan skala sosiopragmatik mengikut kerangka konseptual Brown dan Levinson (1987). Pencerapan dilaksanakan terhadap sembilan orang guru pelatih dengan menganalisis rakaman sesi PdPc mereka yang berdurasi 540 minit dan telah ditranskripsikan.\u0000 \u0000Dapatan - Kajian ini menunjukkan bahawa masih terdapat ketidakpatuhan aspek morfofonetik terutamanya dalam mengartikulasikan perkataan-perkataan tertentu dalam bahasa Melayu dengan menggunakan sebutan baku dalam kalangan guru pelatih. Selain itu, ketidakpatuhan mereka terhadap peraturan sosiolinguistik juga dikesan, iaitu masih terdapat penggunaan bahasa yang kurang rapi kerana mengandungi percampuran kod. Ketidakpatuhan aspek morfofonetik dan sosiolinguistik ini perlu ditangani dengan baik agar upaya berbahasa dan tahap profesionalisme guru pelatih dapat ditingkatkan. Dari aspek sosiopragmatik pula, kesemua 15 substrategi kesantunan berbahasa di bawah Strategi Kesantunan Positif Brown dan Levinson (1987) didapati telah diamalkan oleh guru pelatih yang menunjukkan bahawa mereka memiliki upaya berbahasa yang positif dan memenuhi indikator profesionalisme sebagai bakal pendidik.\u0000 \u0000Signifikan - Kajian ini menyumbang kepada saranan membina indikator profesionalisme guru pelatih UPSI khususnya dan bakal pendidik umumnya dalam perspektif upaya BMTB bagi mengukur amalan kesantunan berbahasa, khususnya dalam bidang Bahasa Melayu semasa mereka menjalani latihan mengajar.","PeriodicalId":346183,"journal":{"name":"Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126775434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.32890/MJLI2020.17.1.8
N. Noor, D. Janan, M. Arshad
Tujuan - Kajian ini bertujuan untuk melihat perubahan kualiti penulisan ilmiah pelajar dan ketekalan penskoran antara pemeriksa dengan pelajar bagi memvalidasikan rubrik sebagai alat pengukuran penulisan ilmiah. Metodologi - Kajian ini menggunakan kaedah praeksperimen kumpulan tunggal dengan persampelan kebarangkalian. Dua orang pensyarah dari universiti tempatan telah memberi skor terhadap 122 penulisan ilmiah pelajar daripada dua kumpulan berbeza dengan menggunakan rubrik yang sama. Kaedah intraclass correlation coefficient (ICC), Limit of Agreement (LOA) dan standard error of measurements (SEM) telah digunakan untuk melihat persetujuan antara skor pelajar dengan pemeriksa. Dapatan – Dapatan menunjukkan perubahan kualiti dalam penulisan ilmiah pelajar antara draf awal dengan draf akhir berdasarkan aspek peningkatan penskoran kendiri pelajar. Selanjutnya, data menunjukkan aspek persetujuan mempunyai kebolehpercayaan yang agak rendah, walaupun begitu masih dianggap memuaskan dengan nilai LOA yang agak sekata. Kepentingan - Kajian ini penting kepada pelajar untuk terlibat dalam proses penilaian bagi menambah kefahaman mereka tentang kriteria dan kehendak pensyarah terutama bagi kursus yang penilaiannya bersifat subjektif.
{"title":"VALIDASI TERHADAP RUBRIK SEBAGAI ALAT PENGUKURAN PENULISAN ILMIAH MELALUI PENSKORAN KENDIRI PELAJAR TERHADAP TUGASAN\u0000(VALIDATION OF RUBRICS AS AN ACADEMIC WRITING MEASUREMENT TOOL THROUGH STUDENTS’ SELF-SCORING OF ASSIGNMENTS)","authors":"N. Noor, D. Janan, M. Arshad","doi":"10.32890/MJLI2020.17.1.8","DOIUrl":"https://doi.org/10.32890/MJLI2020.17.1.8","url":null,"abstract":"Tujuan - Kajian ini bertujuan untuk melihat perubahan kualiti penulisan ilmiah pelajar dan ketekalan penskoran antara pemeriksa dengan pelajar bagi memvalidasikan rubrik sebagai alat pengukuran penulisan ilmiah.\u0000 \u0000Metodologi - Kajian ini menggunakan kaedah praeksperimen kumpulan tunggal dengan persampelan kebarangkalian. Dua orang pensyarah dari universiti tempatan telah memberi skor terhadap 122 penulisan ilmiah pelajar daripada dua kumpulan berbeza dengan menggunakan rubrik yang sama. Kaedah intraclass correlation coefficient (ICC), Limit of Agreement (LOA) dan standard error of measurements (SEM) telah digunakan untuk melihat persetujuan antara skor pelajar dengan pemeriksa.\u0000 \u0000Dapatan – Dapatan menunjukkan perubahan kualiti dalam penulisan ilmiah pelajar antara draf awal dengan draf akhir berdasarkan aspek peningkatan penskoran kendiri pelajar. Selanjutnya, data menunjukkan aspek persetujuan mempunyai kebolehpercayaan yang agak rendah, walaupun begitu masih dianggap memuaskan dengan nilai LOA yang agak sekata.\u0000 \u0000Kepentingan - Kajian ini penting kepada pelajar untuk terlibat dalam proses penilaian bagi menambah kefahaman mereka tentang kriteria dan kehendak pensyarah terutama bagi kursus yang penilaiannya bersifat subjektif.","PeriodicalId":346183,"journal":{"name":"Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126347135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.32890/MJLI2020.17.1.4
Anbareen Jan, M. Samuel, A. Shafiq
Purpose - Internationalization of education has made it important to have not only a command of English as a global language, but also of Languages Other Than English (LOTEs), which can be a second, national or heritage language. This narrative inquiry explored LOTE teachers’ perspectives on their use of English and other pedagogical practices for teaching LOTE to international students. Methodology - Narratives of three language teachers from different linguistic and cultural backgrounds, teaching French, Korean and Mandarin at a private university in Malaysia were recorded. Their discussion addressed key issues in teaching LOTE such as teaching strategies, use of technology and the importance of using English for teaching LOTEs. Data was analysed using Nvivo, applying Saldana’s (2016) coding technique, consisting of structural, descriptive and values coding. 48 codes emerged during the first cycle coding, which were placed under nine categories in the second and final coding process. Findings - Data revealed that for achieving practical outcomes, technologically integrated teaching is an alternative to traditional teaching practices. Further, teachers’ narratives also showed the importance of English in LOTE teaching, owing to the internationalization of education. Significance – The study explored LOTE pedagogy through the narratives of teachers, who are key stakeholders. The findings will help LOTE teachers reflect on their own teaching practices, and familiarize them with current pedagogy, including technology integration. They would also be useful in other contexts where LOTE is offered as a foreign language.
{"title":"PEDAGOGICAL PRACTICES OF LANGUAGES OTHER THAN ENGLISH TEACHERS: A CASE STUDY OF A MALAYSIAN PRIVATE UNIVERSITY","authors":"Anbareen Jan, M. Samuel, A. Shafiq","doi":"10.32890/MJLI2020.17.1.4","DOIUrl":"https://doi.org/10.32890/MJLI2020.17.1.4","url":null,"abstract":"Purpose - Internationalization of education has made it important to have not only a command of English as a global language, but also of Languages Other Than English (LOTEs), which can be a second, national or heritage language. This narrative inquiry explored LOTE teachers’ perspectives on their use of English and other pedagogical practices for teaching LOTE to international students.\u0000 \u0000Methodology - Narratives of three language teachers from different linguistic and cultural backgrounds, teaching French, Korean and Mandarin at a private university in Malaysia were recorded. Their discussion addressed key issues in teaching LOTE such as teaching strategies, use of technology and the importance of using English for teaching LOTEs. Data was analysed using Nvivo, applying Saldana’s (2016) coding technique, consisting of structural, descriptive and values coding. 48 codes emerged during the first cycle coding, which were placed under nine categories in the second and final coding process.\u0000 \u0000Findings - Data revealed that for achieving practical outcomes, technologically integrated teaching is an alternative to traditional teaching practices. Further, teachers’ narratives also showed the importance of English in LOTE teaching, owing to the internationalization of education.\u0000 \u0000Significance – The study explored LOTE pedagogy through the narratives of teachers, who are key stakeholders. The findings will help LOTE teachers reflect on their own teaching practices, and familiarize them with current pedagogy, including technology integration. They would also be useful in other contexts where LOTE is offered as a foreign language.","PeriodicalId":346183,"journal":{"name":"Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132292466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.32890/MJLI2020.17.1.3
C. Lim, Habibah Ab. Jalil, A. M. Ma'rof, W. Saad
Purpose – Students’ ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of self-regulated learning (SRL) as a mediating variable. Methodology - The study adopted a correlational research design to examine the possibility of relationships between these variables. The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. Findings - From the direct effect of the SEM analysis, students’ ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL. Significance - By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.
{"title":"SELF-REGULATED LEARNING AS A MEDIATOR IN THE RELATIONSHIP BETWEEN PEER LEARNING AND ONLINE LEARNING SATISFACTION: A STUDY OF A PRIVATE UNIVERSITY IN MALAYSIA","authors":"C. Lim, Habibah Ab. Jalil, A. M. Ma'rof, W. Saad","doi":"10.32890/MJLI2020.17.1.3","DOIUrl":"https://doi.org/10.32890/MJLI2020.17.1.3","url":null,"abstract":"Purpose – Students’ ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of self-regulated learning (SRL) as a mediating variable.\u0000 \u0000Methodology - The study adopted a correlational research design to examine the possibility of relationships between these variables. The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. \u0000 \u0000Findings - From the direct effect of the SEM analysis, students’ ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL.\u0000 \u0000Significance - By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.","PeriodicalId":346183,"journal":{"name":"Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122601053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-31DOI: 10.32890/MJLI2020.17.1.5
S. Thinwiangthong, Colleen M. Eddy, Maitree Inprasitha
Purpose – The main purpose of this study was to examine mathematics teachers’ abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology – A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested afterthe lesson study and open approach training. This was followed bytheir participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the Assess Today rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students’ written work. The AssessToday rubric was the main instrumentwritten work. The AssessToday rubric was the main instrumentused to determine the ability level of the mathematics teachers indeveloping formative assessment in terms of seven components,namely learning targets, question quality, nature of questioning, selfevaluation,observation of student affect, instructional adjustment,and evidence of learning. Results – The pre-test and post-test results showed an improvementin the mathematics teachers’ understanding about formativeassessment, the methods used in formative assessment, and how theycould use the data from the formative assessment while they wereimplementing the two innovations. In addition, the AssessToday rubric showed that both mathematics teachers were progressinggradually from novice, apprentice to practitioner level in theirabilities in developing formative assessment after the 10 cycles ofinnovation practices in all the seven components. The results implythat the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching. Significance – The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers’ abilities in developing formative assessment.
{"title":"MATHEMATICS TEACHERS’ ABILITIES IN DEVELOPING FORMATIVE ASSESSMENT AFTER THE INTRODUCTION OF LESSON STUDY AND OPEN APPROACH INNOVATIONS","authors":"S. Thinwiangthong, Colleen M. Eddy, Maitree Inprasitha","doi":"10.32890/MJLI2020.17.1.5","DOIUrl":"https://doi.org/10.32890/MJLI2020.17.1.5","url":null,"abstract":"Purpose – The main purpose of this study was to examine mathematics teachers’ abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach.\u0000 \u0000Methodology – A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested afterthe lesson study and open approach training. This was followed bytheir participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the Assess Today rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students’ written work. The AssessToday rubric was the main instrumentwritten work. The AssessToday rubric was the main instrumentused to determine the ability level of the mathematics teachers indeveloping formative assessment in terms of seven components,namely learning targets, question quality, nature of questioning, selfevaluation,observation of student affect, instructional adjustment,and evidence of learning.\u0000 \u0000Results – The pre-test and post-test results showed an improvementin the mathematics teachers’ understanding about formativeassessment, the methods used in formative assessment, and how theycould use the data from the formative assessment while they wereimplementing the two innovations. In addition, the AssessToday rubric showed that both mathematics teachers were progressinggradually from novice, apprentice to practitioner level in theirabilities in developing formative assessment after the 10 cycles ofinnovation practices in all the seven components. The results implythat the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching.\u0000 \u0000Significance – The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers’ abilities in developing formative assessment.","PeriodicalId":346183,"journal":{"name":"Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134186587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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