Parmjit Singh - Academia.edu (original) (raw)
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National Institute of Technology, Calicut
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Abstract Most of the outcomes of real life events follow normal distribution. In educational rese... more Abstract Most of the outcomes of real life events follow normal distribution. In educational research, researchers often ensure a distribution closely associated to the normal distribution in order to proceed on their analyses. Testing of the normality is normally done ...
This study examined the perception of Malaysian secondary school teachers on the implementation o... more This study examined the perception of Malaysian secondary school teachers on the implementation of the national policy on teaching Mathematics and Science in English which was introduced in 2003 and reversed in 2009. A total of 14 public secondary schools were randomly selected using the stratification technique throughout the nation. It was further stratified based on Math and Science teachers and the final sample comprised 154 Math and 160 Science teachers. This study employed a purely quantitative research design which entailed the administration of a questionnaire. The study investigated the perception of teachers regarding the implementation of the policy and the usage of English language in classroom teaching. The findings indicated that about 54% of Math and Science teachers preferred to continue with the implementation of the policy. However, further analysis indicated that 75% of the math novice teachers would like to continue with this policy as compared to 41.9 % and 52.4% of the experienced and very experienced respectively. This relationship was significant at the 0.05 level. The findings also exhibited that 70.3% of Science novice teachers also indicated a positive response whereas 61.7% of the experienced and 41.7 % of the very experienced teachers indicated otherwise. This relationship was also significant at the 0.05 level. These findings imply that the younger teachers are more open and have found it easier to adapt to the change in policy in comparison to the experienced and more experienced teachers. Findings also indicated that in total average, 29.5% of the Math teachers and 34.6% of Science teachers use English language more than 61% in their classroom teaching. This is indicative of the fact that a majority of the teachers are still unable to conduct their lessons using 100% English language.
Procedia - Social and Behavioral Sciences, 2010
The change in PPSMI's language of learning and teaching of Mathematics to English had been opined... more The change in PPSMI's language of learning and teaching of Mathematics to English had been opined to have prejudiced learners’ achievements due to their weakness in the subject matter as well as in English. This study was conducted to ascertain the validity of such claims and it sought to determine the composition of error types committed by 22, purposively sampled, Primary Four pupils in Mathematics tasks presented in English. Semi-structured interviews were conducted using the Newman's Error Analysis protocol with these pupils who answered inaccurately in several of the test's items. It was found that, collectively (both urban and rural), the Primary 4 pupils’ errors were language related and the rest 68% were content-knowledge related. This study concluded that the pupils faced more problem in content-knowledge compared to language difficulties when tackling mathematical tasks in English.
Abstract Most of the outcomes of real life events follow normal distribution. In educational rese... more Abstract Most of the outcomes of real life events follow normal distribution. In educational research, researchers often ensure a distribution closely associated to the normal distribution in order to proceed on their analyses. Testing of the normality is normally done ...
This study examined the perception of Malaysian secondary school teachers on the implementation o... more This study examined the perception of Malaysian secondary school teachers on the implementation of the national policy on teaching Mathematics and Science in English which was introduced in 2003 and reversed in 2009. A total of 14 public secondary schools were randomly selected using the stratification technique throughout the nation. It was further stratified based on Math and Science teachers and the final sample comprised 154 Math and 160 Science teachers. This study employed a purely quantitative research design which entailed the administration of a questionnaire. The study investigated the perception of teachers regarding the implementation of the policy and the usage of English language in classroom teaching. The findings indicated that about 54% of Math and Science teachers preferred to continue with the implementation of the policy. However, further analysis indicated that 75% of the math novice teachers would like to continue with this policy as compared to 41.9 % and 52.4% of the experienced and very experienced respectively. This relationship was significant at the 0.05 level. The findings also exhibited that 70.3% of Science novice teachers also indicated a positive response whereas 61.7% of the experienced and 41.7 % of the very experienced teachers indicated otherwise. This relationship was also significant at the 0.05 level. These findings imply that the younger teachers are more open and have found it easier to adapt to the change in policy in comparison to the experienced and more experienced teachers. Findings also indicated that in total average, 29.5% of the Math teachers and 34.6% of Science teachers use English language more than 61% in their classroom teaching. This is indicative of the fact that a majority of the teachers are still unable to conduct their lessons using 100% English language.
Procedia - Social and Behavioral Sciences, 2010
The change in PPSMI's language of learning and teaching of Mathematics to English had been opined... more The change in PPSMI's language of learning and teaching of Mathematics to English had been opined to have prejudiced learners’ achievements due to their weakness in the subject matter as well as in English. This study was conducted to ascertain the validity of such claims and it sought to determine the composition of error types committed by 22, purposively sampled, Primary Four pupils in Mathematics tasks presented in English. Semi-structured interviews were conducted using the Newman's Error Analysis protocol with these pupils who answered inaccurately in several of the test's items. It was found that, collectively (both urban and rural), the Primary 4 pupils’ errors were language related and the rest 68% were content-knowledge related. This study concluded that the pupils faced more problem in content-knowledge compared to language difficulties when tackling mathematical tasks in English.