Volume 04 - Issue 03

July 2016

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A Pre-Service Mathematics Teacher’s Subject Matter Knowledge of The Mode: A Case Study

Komathi Jairaman Sharifah Norul Akmar Binti Syed Zamri Suzieleez Syrene Binti Abdul Rahim
Pages: 1-11

In this globalized world, our citizens gain instantaneous access to statistical information via various communication technologies. This has heightened a serious call for the development of statistically literate citizens. Nevertheless, research has highlighted that our school leavers are not very statistically literate which drew the attention to teachers and their knowledge in the enhancement of statistical literacy. This paper presents the analysis of the responses of a case study, named Lina (a pseudonym) related to two tasks on the idea of mode. Data was collected using clinical interview based on open-ended questions as instrument. The findings suggest that Lina could relate the idea of mode to real-life situation. Lina utilised the mode as a form of data representation in certain situations. However, Lina did not utilise the mode as a quick method to report an average. In relation to statistical literacy, the understanding of the mode as a form of data representation can lead to this measure being used as a quick method to report central tendency or average.

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Assesment of Perceived Academic And Incentive Needs of Senior Secondary School Biology Teachers In Kwara State, Nigeria

Mulkah Adebisi AHMED Ismail MORADEYO Isaac Olakanmi ABIMBOLA
Pages: 12-23

The study investigated the Assessment of perceived academic and incentive needs of senior secondary school biology teachers in Kwara State, Nigeria. Stratified random sampling technique was used to select two hundred and fifty (250) biology teachers from the three senatorial district of Kwara State. A questionnaire was prepared, validated and used for collection of data from the biology teachers. Statistical Package for Social Sciences (SPSS) version 20.0 package was used for data analysis. Rank order and Chi-square were used to analyze the data collected. Eight research questions and six hypotheses were formulated and tested. The findings revealed that there is a significant difference between perceived academic need of male and female teachers and that male biology teacher want more of academic needs than their female counterpart. Based on the result of this study, it is recommended among others, that effort should be geared towards providing more academic needs for males and encouraging female biology teachers on academic needs. Government should sponsor biology teachers to attend workshop, seminar and conferences at local, state, national and in fact at international level.

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Factors influencing teacher career satisfaction, teacher collaboration and everyday challenges: An exploratory factor analysis

Nilesh Anish Narayan
Pages: 24-38

The main purpose of this study is to assess the construct validity of Australian eighth grade mathematics teachers’ perceptions towards their career satisfaction, their teaching practice and the everyday challenges encountered in schools. The data were utilised from the Trends in International Mathematics and Science Study where a total of 802 eighth grade mathematics teachers participated. Exploratory factor analysis with statistical tests were utilised to analyse the data. Three factors career satisfaction, teacher collaboration and everyday challenges were derived from exploratory factor analysis. The factors had a reliability coefficient of: career satisfaction (0.802), teacher collaboration (0.838) and everyday challenges (0.777). The findings suggested that female teachers had a higher career satisfaction level and highly experienced teachers encountered more everyday challenges. This study could be helpful to enhance the level of career satisfaction for teachers and assist in reduction of everyday challenges. Future research could investigate actual reasons for lower satisfaction level for the teachers

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Modeling Technology Preparedness as an antecedent of Mathematic Pre-service Teachers’ Self Efficacy, Perceived Usefulness and Intention toward use of Information Technology in Nigeria

Shittu Tajudeen
Pages: 39-48

This study test a specified model of information technology (IT) preparedness as antecedent of pre-service teachers’ self efficacy, perceived usefulness, and intention toward IT use for teaching in Nigeria. Survey method was employed for prosecuting the study. The participants of the study comprise of 200 pre-service teachers studying Mathematics education in one of the Nigerian universities. The instrument used for data collection was adapted and subjected to validation and reliability check. A factor analysis revealed four constructs and their reliability indexes were .73, .87, .90 and .91 Cronbach alpha respectively. The data of the study was subjected to factor analysis, confirmatory factor analysis and finally fitting the specified model of the study with AMOS 20 statistical package. The finding showed that IT preparedness positively predicts pre-service teachers’ IT self-efficacy, perceived usefulness and in-turn predicts their intention towards use of IT for future classroom practice. Based on this finding, the study suggests among others the holistic deployment of IT resources among teacher educator for pre-service teacher training.

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Stimulating Deep Learning Using Active Learning Techniques

Tee Meng Yew Fauziah K.P. Dawood Kannaki a/p S. Narayansany M Kamala a/p Palaniappa Manickam Leong Siok Jen Kuan Chin Hoay
Pages: 49-57

When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors set out to change this in the context of their own classrooms. The instructors formed a community of practice and embarked on an action research project on seeking ways to stimulate deep learning approaches in their classrooms. Active learning techniques such as role-playing, student-led discussions, and debates are discussed. Each member of the community chose techniques that he or she was comfortable with and which could best meet the desired learning outcomes. This article describes the process, successes and challenges based on the experience and the quantitative and qualitative data collected by the community of practice functioning as an action research team.

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Teacher-parent Collaboration for an Inclusive Classroom: Success for Every Child

Donnie Adams Alma Harris Michelle Suzette Jones
Pages: 58-71

This article outlines the findings from a contemporary study of teacher-parent collaboration in inclusive education in primary and secondary schools in Malaysia. Recent inclusive education policy developments within Malaysia have increased teachers’ accountability to effectively meet the needs of all students. This article draws upon recent empirical evidence about the impact of teacher-parent collaboration on inclusive education practices. It highlights some of the characteristics of an effective collaborative model and explores how far it contributes towards a more inclusive classroom environment. The article also provides a contemporary insight into the way in which teachers and parents view their collaborative roles in securing better student outcomes for students with special needs.

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The Effect of Scratch- and Lego Mindstorms Ev3-Based Programming Activities on Academic Achievement, Problem-Solving Skills and Logical-Mathematical Thinking Skills of Students

Özgen Korkmaz
Pages: 72-87

The aim of this study was to investigate the effect of the Scratch and Lego Mindstorms Ev3 programming activities on academic achievement with respect to computer programming, and on the problem-solving and logical-mathematical thinking skills of students. This study was a semi-experimental, pretest-posttest study with two experimental groups and a control groups. A total of 75 students were divided among all three groups. Scratch-based game activities were applied to Study Group I. Lego Mindstorms Ev3-based design activities were applied to Study Group II. A C++ editor-based teaching activity was applied to the control group. The academic achievement test was developed within the scope of this study (Kr-20= 0.71). The Logical-Mathematical Intelligence Sub-Scale was used (Cronbach alpha is 0,925). Problem-Solving Inventory was used (Cronbach alpha is 0,86). Data was evaluated using frequency, percentage, arithmetic mean, standard deviation, and Anova analyses. The educational program based on Scratch-related game activities made a more positive contribution to the logical-mathematical thinking skills of students than the educational programs based on Lego Mindstorms Ev3 design activities and traditional teaching activities, and this contribution was especially significant for the mathematical relationship factor.

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Malaysian Online Journal of Educational Sciences (MOJES) strives to provide a national and international academic forum to meet the professional interests of individuals in various educational disciplines. It is a professional refereed journal in the interdisciplinary fields sponsored by the Faculty of Education, University of Malaya. This journal serves as a platform for presenting and discussing a wide range of topics in Educational Sciences. It is committed to providing access to quality researches ranging from original research, theoretical articles and concept papers in educational sciences. In order to produce a high quality journal, extensive effort has been put into selecting valuable researches that contributed to the journal. I would like to take this opportunity to express my appreciation to the editorial board, reviewers and researchers for their valuable contributions to make this journal a reality.

Professor Datuk Dr. Sufean Hussin, University of Malaya, Malaysia

July 2016

Editor in chief