Pressure to improve scores in standardized English examinations and their effects on classroom practices.
This study surveys English language teachers’ pressure to improve students’ scores in standardized English examinations and how it has affected their classroom practices. The purpose of this study is to explore the teachers’ level of pressure to improve students’ performance in the examination. This...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Macrothink Institute
2013
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| Online Access: | http://psasir.upm.edu.my/id/eprint/29041/ http://psasir.upm.edu.my/id/eprint/29041/1/Pressure%20to%20improve%20scores%20in%20standardized%20English%20examinations%20and%20their%20effects%20on%20classroom%20practices.pdf |
| _version_ | 1848846286762016768 |
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| author | Zakaria, Noor AsmaIffah Abd. Samad, Arshad Omar, Zoharah |
| author_facet | Zakaria, Noor AsmaIffah Abd. Samad, Arshad Omar, Zoharah |
| author_sort | Zakaria, Noor AsmaIffah |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | This study surveys English language teachers’ pressure to improve students’ scores in standardized English examinations and how it has affected their classroom practices. The purpose of this study is to explore the teachers’ level of pressure to improve students’ performance in the examination. This study also seeks to investigate whether there are any differences in terms of classroom practices between teachers who express high pressure and low pressure. In this study, classroom practices are determined by four variables which are; (i) test preparation activities, (ii) mode of instruction during English lesson, (iii) instructional content, and (iv) teachers’ involvement in motivational practices. Responses were analysed using Multivariate Analysis of Variance (MANOVA) to determine whether there is any significant difference in terms of the four classroom practices variables and the pressure subgroups. This study found that teachers are pressured to improve students’ scores in standardized English examinations. Further, there are significant differences between teachers experiencing high pressure and low pressure in terms of their classroom practices, mode of instruction, instructional content and motivational practices. |
| first_indexed | 2025-11-15T09:00:18Z |
| format | Article |
| id | upm-29041 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T09:00:18Z |
| publishDate | 2013 |
| publisher | Macrothink Institute |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-290412015-11-17T03:41:46Z http://psasir.upm.edu.my/id/eprint/29041/ Pressure to improve scores in standardized English examinations and their effects on classroom practices. Zakaria, Noor AsmaIffah Abd. Samad, Arshad Omar, Zoharah This study surveys English language teachers’ pressure to improve students’ scores in standardized English examinations and how it has affected their classroom practices. The purpose of this study is to explore the teachers’ level of pressure to improve students’ performance in the examination. This study also seeks to investigate whether there are any differences in terms of classroom practices between teachers who express high pressure and low pressure. In this study, classroom practices are determined by four variables which are; (i) test preparation activities, (ii) mode of instruction during English lesson, (iii) instructional content, and (iv) teachers’ involvement in motivational practices. Responses were analysed using Multivariate Analysis of Variance (MANOVA) to determine whether there is any significant difference in terms of the four classroom practices variables and the pressure subgroups. This study found that teachers are pressured to improve students’ scores in standardized English examinations. Further, there are significant differences between teachers experiencing high pressure and low pressure in terms of their classroom practices, mode of instruction, instructional content and motivational practices. Macrothink Institute 2013 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/29041/1/Pressure%20to%20improve%20scores%20in%20standardized%20English%20examinations%20and%20their%20effects%20on%20classroom%20practices.pdf Zakaria, Noor AsmaIffah and Abd. Samad, Arshad and Omar, Zoharah (2013) Pressure to improve scores in standardized English examinations and their effects on classroom practices. International Journal of English Language Education, 2 (1). pp. 45-56. ISSN 2325-0887 http://www.macrothink.org/journal/index.php/ijele/issue/view/213 10.5296/ijele.v2i1.4524 |
| spellingShingle | Zakaria, Noor AsmaIffah Abd. Samad, Arshad Omar, Zoharah Pressure to improve scores in standardized English examinations and their effects on classroom practices. |
| title | Pressure to improve scores in standardized English examinations and their effects on classroom practices. |
| title_full | Pressure to improve scores in standardized English examinations and their effects on classroom practices. |
| title_fullStr | Pressure to improve scores in standardized English examinations and their effects on classroom practices. |
| title_full_unstemmed | Pressure to improve scores in standardized English examinations and their effects on classroom practices. |
| title_short | Pressure to improve scores in standardized English examinations and their effects on classroom practices. |
| title_sort | pressure to improve scores in standardized english examinations and their effects on classroom practices. |
| url | http://psasir.upm.edu.my/id/eprint/29041/ http://psasir.upm.edu.my/id/eprint/29041/ http://psasir.upm.edu.my/id/eprint/29041/ http://psasir.upm.edu.my/id/eprint/29041/1/Pressure%20to%20improve%20scores%20in%20standardized%20English%20examinations%20and%20their%20effects%20on%20classroom%20practices.pdf |