Factors Related to Teachers' Perception of Problem Solving Skills Instruction
This study aimed to: (1) ascertain the Form Two Integrated Living Skills (ILS) teachers' perception of problem solving skills instruction; (2) determine the relationships between the teachers' perception of problem solving skills instruction and teacher-related variables; and (3) determ...
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| Format: | Thesis |
| Language: | English English |
| Published: |
1996
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/8948/1/FPP_1996_9_A.pdf |
| Summary: | This study aimed to: (1) ascertain the Form Two Integrated Living
Skills (ILS) teachers' perception of problem solving skills instruction;
(2) determine the relationships between the teachers' perception of problem
solving skills instruction and teacher-related variables; and (3) determine the
relationships between the teachers' perception of problem solving skills instruction
and student-related variables. The teacher-related variables were demographic
characteristics (i.e. gender, professional qualifications, teaching experience, in service
courses attended and school location), and the teachers' perception of their
own readiness for problem solving skills instruction. The student-related variables were the teachers' perception of student readiness for problem solving skills
instruction, student mastery of the ILS contents and student intellectual
capabilities.
One hundred and fifty-five Form Two ILS secondary school teachers
from the state of Negeri Sembilan served as respondents in the survey. A self administered
questionnaire using a four-point Likert scale was used. Data were.
analysed using descriptive statistics, correlational techniques and stepwise
multiple regression. The findings showed that teachers indicated that they had infused
problem solving skills into their current workshop instruction. Only two
demographic variables, school locality and the number of lessons that the teachers
taught in each week (a variable under teacher experience) had significant
correlations with the teachers' perception of problem solving skills instruction.
Positive and significant correlations were established between the overall teachers'
perception of problem solving skills instruction and teacher readiness for the
problem solving skills instruction, teachers' perception of student readiness for the
problem solving skills instruction, and teachers' perception of student intellectual
capabilities. Stepwise multiple regression analysis showed that teachers' perception
of student intellectual capabilities, teacher readiness for problem solving skills
instruction and number of ILS lessons taught each week accounted for 18 percent
of the variance in the teachers' perception of problem solving skills instruction. |
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