Suzieleez Syrene Abdul Rahim

Effects of Self-Regulation Strategies Training on Secondary Students’ Attitude and Self-Reflection Toward Mathematics

Abstract: The purpose of this study was to examine whether practicing self-regulation strategies involved setting goals, selfevaluation and self-correction on formative tests improved students’ positive attitudes toward learning mathematics. The students’ attitudes toward mathematics were measured of the factors in their perceived confidence, motivation, usefulness of the subject, and perception about teacher’s attitude toward their learning. The study also aimed at exploring self-regulation characteristics of different performing groups of mathematics achievement so that appropriate instructional design can be introduced and imposed within the mathematics classroom. The study utilized a one-group pretest-posttest design for exploratory purposes. The selfregulation strategies were introduced to 46 tenth-grade secondary students. Their perceived motivation, confidence, anxiety, usefulness of the subject, and perception about teacher’s attitude were measured as the pretest measures before they were trained with setting goals, self-evaluation, and self-correction strategy training. These measures of the factors were compared at the end of the academic year. The study found that students’ perceived confidence, motivation, usefulness of the subject, and perception about teacher’s attitude toward student learning were significantly different after they underwent the training. The high-performing group of students was more confident, motivated, less anxious, and highly engaged in self-reflection as compared to their counterparts, low-performing group of students. In addition, students’ confidence, motivation, anxiety, and engagement in selfreflection were found significantly correlated with mathematics performance.

Relationship between critical thinking disposition and teaching efficacy among special education integration program teachers in Malaysia

This study aims to assess the level of critical thinking disposition and teaching efficacy among the Special Education Integration Programme (SEIP) teachers in Negeri Sembilan, Malaysia. The level of critical thinking dispositions and teaching efficacy in the SEIP were compared based on teaching experience and gender. The study also examined the relationship between critical thinking disposition and teaching efficacy at SEIP. The research adopted a quantitative survey approach. A total of 190 primary school teachers from the SEIP in Negeri Sembilan were selected using proportional sampling method. The instrument used in this study comprised of three sections; demography, critical thinking disposition and teaching efficacy. Descriptive and inferential statistics were used in the analysis. Analysis shows that the respondents have a moderate level of critical thinking disposition (M = 2.99, S.D = 0.160) and teaching efficacy (M = 3.01 S.D. = 0.128) was at a high level. For teaching experience, the analysis s...

Teacher Professional Development Through Lesson Study in Secondary Schools

Lesson Study (LS) is a professional learning strategy which originated from Japan and practiced extensively throughout Japan. It has captured the attention of the professional learning communities in Malaysia and is seen as an innovative strategy for teacher professional development (TPD). The purpose of this study was to explore secondary school English Language (EL) teachers’ learning experiences as they engaged in LS as well as to explore LS as a strategy for teacher professional development at secondary schools. The research methodology adopted was a qualitative case study of a single site and involved four participants. Each participant completed two LS cycles in three months. Data was collected through classroom observations and document analysis. Analytic induction was used to analyze the data. The findings of the study affirmed the literature on the importance of peer collaboration and feedback, and improving instructional practices particularly teachers’ professional knowledge. However, time-constraints, extra workload, and minimal school management support were some constraints noted during the implementation of LS in schools. Lesson study provides an alternative strategy for the in-service teachers to enhance their professional development as well as encourages the teachers to solve their students’ learning problems in actual classrooms collaboratively.