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1860799932587311104
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| building |
INTELEK Repository
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| caption |
Volume 1, Issue 1.January 2013
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Online Access
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| collectionurl |
https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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| date |
2013-10-08 17:32:32
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| format |
Restricted Document
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| id |
7972
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UniSZA
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| internalnotes |
Alwis, C. D. (2005). Attitude of Form Two students toward learning Science in English: A case study of schools in Kota Samarahan. Prosiding Seminar Penyelidikan Pendidikan Maktab Perguruan Batu Lintang, 15‐16 September 2005. Clarkson, P. C. (2004). Teaching Mathematics in Multilingual Classrooms: The Global Importance of Contexts. In I. P.Cheong, H. S. Dhindsa, I. J. Kyeleve & O. Chukwu (Eds.), Globalisation trendsin Science, Mathematics and Technical education (pp. 9‐23). Brunei Darussalam: Universiti Brunei Darussalam. Da Costa, L. A. (2003). Exploration guides for educational software: Are they helpful? Proceedings of the International Conference on MICTE 2003. [online] Retrieved from http://www.formatex.org /micte2003/ micte2003.htm Little, J. W. (1999). Teachers’ professional development in the context of high school reform: Findings from a three‐year study of restructuring schools. Paper presented at the annual meeting of the American Educational Research Association, Montreal, 20–22 April. Ministry of Education. (2002). English for teaching mathematics and science (ETeMS): Facilitator’s note. Kuala Lumpur: English Language Teaching Centre, Teacher Education Division. Ong, S. L. (2004). Preparing preservice teachers to teach Science in English. Diges Pendidikan, 4(1), 23–31. Pandian, A., & Ramiah, R. (2004, December). Mathematics and Science in English Teacher Voice. The English Teacher, 33. MELTA [Online] Retrieved from http://www.melta.org.my/ET/2004/2004‐50.pdf Pillay, H., & Thomas, M. (2004). A Nation on the move: From chalk face to laptops. Malaysia: English Language Teaching Centre, Ministry of Education [Online] Retrieved from http:// eltcm.org/eltc/Download/paperbank Putnam, R., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B. J. Biddle, T. L. Good & I. F. Goodson (Eds.), The international handbook of teachers and Teaching (pp. 1223–1296). Dordrecht, The Netherlands: Kluwer. SEAMEO Library. (2003). SEAMEO‐Australia Project on Pre‐Service Teacher Training and Teacher Professional Development in the Use of ICT in the Teaching of Mathematics and Science. Retrieved from http://www.seameo.org/vl/library/dlwelcome/projects/ictmath03/useofict.htm Spillane, J. P. (1999). External reform initiatives and teachers’ efforts to reconstruct practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31, 143–175. Zarina Suriya Ramlan. (2009). Change in the language of instruction in the teaching of Science in English. Ph.D thesis, Faculty of Education, University of Malaya.
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3785-01-FH02-FBK-14-01588.pdf
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akiper
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oai_dc
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7972 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7972 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 8 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in akiper 2013-10-08 17:32:32 Volume 1, Issue 1.January 2013 Volume 1 Issue 1.January 2013 3785-01-FH02-FBK-14-01588.pdf UniSZA Private Access Failure of ETeMS: The Teaching Courseware Factor? Malaysian Online Journal of Educational Sciences (MOJES) This study was carried out in response to the announcement of the reversal of the ETeMS policy (English in the Teaching of Mathematics and Science) which had been practiced by teachers in Malaysia since 2003. The Ministry of Education took a drastic approach in gradually halting this controversial policy for several related reasons, namely the poor performance of students and teachers in applying the policy and also political pressure by Malay language activists. The main objective of the study is to investigate whether or not the application of CALL (Computer Assisted Language Learning), in this case is the application of teaching courseware, is one of the contributing factors to the failure of ETeMS. This study also investigated teachers’ perception of the teaching courseware implementation in ETeMS. Fifty primary school key - personnel teachers of Mathematics and Science were involved in answering the questionnaire because they were experienced and fully involved in the policy implementation. The findings showed that teachers were not committed to use the courseware for several reasons. However, the teaching courseware is not the major contributing factor to the failure of ETeMS. 1 4 30-37 Alwis, C. D. (2005). Attitude of Form Two students toward learning Science in English: A case study of schools in Kota Samarahan. Prosiding Seminar Penyelidikan Pendidikan Maktab Perguruan Batu Lintang, 15‐16 September 2005. Clarkson, P. C. (2004). Teaching Mathematics in Multilingual Classrooms: The Global Importance of Contexts. In I. P.Cheong, H. S. Dhindsa, I. J. Kyeleve & O. Chukwu (Eds.), Globalisation trendsin Science, Mathematics and Technical education (pp. 9‐23). Brunei Darussalam: Universiti Brunei Darussalam. Da Costa, L. A. (2003). Exploration guides for educational software: Are they helpful? Proceedings of the International Conference on MICTE 2003. [online] Retrieved from http://www.formatex.org /micte2003/ micte2003.htm Little, J. W. (1999). Teachers’ professional development in the context of high school reform: Findings from a three‐year study of restructuring schools. Paper presented at the annual meeting of the American Educational Research Association, Montreal, 20–22 April. Ministry of Education. (2002). English for teaching mathematics and science (ETeMS): Facilitator’s note. Kuala Lumpur: English Language Teaching Centre, Teacher Education Division. Ong, S. L. (2004). Preparing preservice teachers to teach Science in English. Diges Pendidikan, 4(1), 23–31. Pandian, A., & Ramiah, R. (2004, December). Mathematics and Science in English Teacher Voice. The English Teacher, 33. MELTA [Online] Retrieved from http://www.melta.org.my/ET/2004/2004‐50.pdf Pillay, H., & Thomas, M. (2004). A Nation on the move: From chalk face to laptops. Malaysia: English Language Teaching Centre, Ministry of Education [Online] Retrieved from http:// eltcm.org/eltc/Download/paperbank Putnam, R., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B. J. Biddle, T. L. Good & I. F. Goodson (Eds.), The international handbook of teachers and Teaching (pp. 1223–1296). Dordrecht, The Netherlands: Kluwer. SEAMEO Library. (2003). SEAMEO‐Australia Project on Pre‐Service Teacher Training and Teacher Professional Development in the Use of ICT in the Teaching of Mathematics and Science. Retrieved from http://www.seameo.org/vl/library/dlwelcome/projects/ictmath03/useofict.htm Spillane, J. P. (1999). External reform initiatives and teachers’ efforts to reconstruct practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31, 143–175. Zarina Suriya Ramlan. (2009). Change in the language of instruction in the teaching of Science in English. Ph.D thesis, Faculty of Education, University of Malaya.
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| spellingShingle |
Failure of ETeMS: The Teaching Courseware Factor?
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| subject |
Volume 1
Issue 1.January 2013
|
| summary |
This study was carried out in response to the announcement of the reversal of the ETeMS policy (English in the Teaching of Mathematics and Science) which had been practiced by teachers in Malaysia since 2003. The Ministry of Education took a drastic approach in gradually halting this controversial policy for several related reasons, namely the poor performance of students and teachers in applying the policy and also political pressure by Malay language activists. The main objective of the study is to investigate whether or not the application of CALL (Computer Assisted Language Learning), in this case is the application of teaching courseware, is one of the contributing factors to the failure of ETeMS. This study also investigated teachers’ perception of the teaching courseware implementation in ETeMS. Fifty primary school key - personnel teachers of Mathematics and Science were involved in answering the questionnaire because they were experienced and fully involved in the policy implementation. The findings showed that teachers were not committed to use the courseware for several reasons. However, the teaching courseware is not the major contributing factor to the failure of ETeMS.
|
| title |
Failure of ETeMS: The Teaching Courseware Factor?
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| title_full |
Failure of ETeMS: The Teaching Courseware Factor?
|
| title_fullStr |
Failure of ETeMS: The Teaching Courseware Factor?
|
| title_full_unstemmed |
Failure of ETeMS: The Teaching Courseware Factor?
|
| title_short |
Failure of ETeMS: The Teaching Courseware Factor?
|
| title_sort |
failure of etems: the teaching courseware factor?
|