EXAMINING PERCEPTIONS OF STUDENT GENERATED QUESTIONS IN SCIENCE OF THE IB MIDDLE YEARS PROGRAMME (IB MYP)
Questions are an important aspect of the inquiry cycle which is at the heart of cultivating genuine, lifelong enthusiasm of learning Science. However, students seem to lack in interest and skills to generate relevant questions to probe further thinking. Hence the aims of this study was to investigate the perception of students, teacher and coordinators on student generated questions(SGQ) for a Scientific reading material to find the barriers that hindered student from generating their own questions. Students (n=18) were asked to generate own questions for a Scientific reading material with embedded box in them. Following this, students were interviewed using an open ended questionnaire to gain a deeper insight on their perspectives. Teacher and coordinators were also interviewed using an open ended questionnaire. Data analyzed qualitatively revealed three main categories which are teacher preparedness, student disposition and skills, and structure of reading materials that influences the use of SGQ for understanding reading material. It is recommended to evaluate resources and ensure students have sufficient exposure to question levels as in the Bloom’s taxonomy. Also teacher readiness should be investigated further and training for teachers is necessary to groom students to become independent scientific inquirers.
THE EFFECTIVENESS OF STUDENTS’ COLLABORATION IN MIDDLE YEARS PROGRAMME MATHEMATICS CLASSROOM
In this 21st century, learning is not merely a transfer of knowledge from the teacher to students, it involves students to take the ownership in their learning. Collaborative learning is a teaching strategy that widely used in today’s classroom. However, the effectiveness of this strategy in an inquiry-based learning classroom, which encourages collaboration is rarely discussed. Thus, the aim of this study is to investigate the effectiveness of students’ collaboration in Middle Years Programme (MYP) Mathematics Classroom. This study addressed three research questions: (1) students’ perspectives towards collaborative learning; (2) the effectiveness of learning collaboratively in understanding mathematical concepts; and (3) the relationship between learning style inclination and effectiveness of collaborative learning. 17 MYP Grade 7 to 9 students were involved in this study. Quantitative data were collected through two questionnaires to find out students’ attitude towards collaborative learning and their inclination of learning style. Meanwhile, qualitative data was also collected through group interview sessions to support the results obtained from the questionnaire. The results show that students perceive collaborative learning positively. Although they face challenges in working collaboratively, most of them think that they can understand mathematical concepts better. However, a clear explanation of the purpose and expectation is needed for a successful implementation of collaborative learning. Hence, collaborative learning could be an effective teaching strategy in an inquiry- based mathematics classroom.
IDENTIFYING THE EFFECTIVENESS OF INSTRUCTIONAL STRATEGIES IN USING VISUAL LEARNING COMPONENTS AMONG IB PYP LEARNER
In the field of education, students’ interest is seen to be an important aspect in the teaching and learning process. However, teachers are finding themselves without enough resources and guidance to cater to the needs of the students. The main objectives of this study are: (1) To identify students preferred learning style within the three main types; visual, auditory or kinaesthetic, (2) To find out the types of instructional strategies most appropriate for IB PYP students using Visual Learning components in the school’s curriculum, (3) To explore the effect of Visual Learning on the academic competencies of IB PYP students. The research was a mixed-method of both quantitative and qualitative where respondents completed an open- ended and close-ended online survey. The total sample size of this research study was 66 within the age range of 10-12 that are of Grade Six students from an International School, located in Kuala Lumpur. Based on the research findings, the respondents mostly fall under the category of visual leaners when the online survey data was analyzed for the both quantitative and qualitative analysis. This research can be of use for educators and teachers to know about the importance of integrating useful visual learning components in their teaching practice.
CASE STUDY: TRANSFORMATIVE LEADERSHIP FOR LEARNING AT OPTIMUM LEVEL FOR ALL STUDENTS
This research project examined Transformative Leadership (TL)) in two international schools here in Malaysia. The focus was using Leadership for Learning ( LFL ) and transformative leadership (TL) literature as guides to look at how they affect student learning. The aim of this research project is to provide educational leaders with insights of school leadership practices to enable students to learn at their best and optimise their results. The goal of the project study is to comprehend how TL is appreciated and practised to ensure optimum learning among students. Data collection was through teacher questionnaire, observation of classrooms and teacher collaborative practices. Findings on leadership attributes and practices of both the schools were described and analysed. The study indicated TL and LFL plays an important role to support the attribute of leaders in schools towards students’ learning at optimum learning.
TEACHERS’ FEEDBACKS ON TASK-BASED INSTRUCTION OF MALAY LANGUAGE LEARNING
Task-based instruction (TBI) is commonly used in language instruction to provide a meaningful learning process for learners. This study examined teacher feedbacks regarding task-based teaching approaches used by Malay language teachers in supporting the conceptual Learning in Malay classroom in the Primary year Programme.
This study attempted to answer the following questions:
The data of this study were derived from questionnaire checklist, observation and interview. The teachers held a positive attitude towards task-based Language teaching because it had a positive impact on their role in the classroom and students’ engagement in their classes. Findings suggest that teachers would like to continue with task-based teaching, with emphasis on concepts, in their lessons.
IDENTIFYING THE INTER-RATER DIFFERENCES OF VIOLIN INSTRUCTORS AMONG PRIMARY YEAR PROGRAMME (PYP) LEARNERS
Teaching and learning in a classroom can vary, depending on the training and experience of the teacher. Teachers may use different teaching methods and strategies in class, but the standard in which teachers evaluate their students is questionable. This research project aims at identifying the differences of 2 violin teachers assessing the violin playing skills of their students. Moderation process in classes and in assessments are important as it would create a standardised system for teachers to evaluate their students. A qualitative case study was used by observing 2 Primary Year Programme (PYP) classes with a total of 15 students. The students were observed by the researcher and the students’ teacher, evaluating the students’ skills in 3 elements of playing the violin: notes, bow and tempo with 4 levels of grading scale. The data was analysed using Cohen’s Kappa (κ) and found that there was an overall substantial agreement of 0.71 between both observers. Moderation process acts as a professional development where teachers collaborate to create a standardised method to evaluate students fairly. Conducting a long-term moderation process is beneficial to the students, teachers, parents and school as the evaluated grades given by the teachers would be valid and reliable. School leaders should consider conducting a moderation process in Continuous Professional Developments for teachers in school, generating honourable standards of education.
THE RELATIONSHIP BETWEEN PYP STUDENTS’ ACADEMIC PERFORMANCE IN MANDARIN LEARNING AND THEIR PARENTS’ INVOLVEMENT AT AN IB INTERNATIONAL SCHOOL, KUALA LUMPUR
Do parents play an important role in the educational achievements of their children? This is may be especially true for children learning a second language that is not used at home. This study was set out to investigate the effects of parental involvements in second language learning in an International Baccalaureate (IB) Curriculum. Specifically, 53 children between the ages of 10-12 years of attending the Primary year five and primary year six program were provided with a questionnaire with 25 items derived from the Gardner’s Attitude/Motivation Test Battery to collect the perceived parental involvement in their Mandarin language learning. Secondly, data provided from the parents’ perspective was collected using a semi structured interview. This data was collected to understand what actions were taken to allow for an efficient second language learning at home. Lastly, the data collected was cross populated with the students’ quarterly academic scores; aspects of their ‘listening and speaking’; ‘viewing and presenting’; ‘reading’ and ‘writing’ skills. This study has found that parental involvement does play a positive role for a better Mandarin academic performance among PYP students in the international school. Results concluded that it is more effective with increased frequency of emphasis on Mandarin subject and encouragement on student’s Mandarin learning. The article concludes with recommendations for practice from parents, teachers and schools.
THE PERCEPTION OF GRADE 5 INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAM STUDENTS ON BLENDED LEARNING USING BeED FRAMEWORK
Blended learning approach in teaching and learning has been gaining popularity and receiving good reviews over the years. The blended learning system using BeED as the framework was introduced to Upper Primary Years student in Fairview International School. This study aimed to investigate the perception of Grade 5 students on blended learning using BeED framework. A quantitative research design was adopted in this study. A survey using questionnaire where 30 participants were selected randomly. Questionnaire were divided into three parts to answer three different research questions. All participants were required to express their thoughts using a 5-point Likert Scale. Frequencies, mean and standard deviation of the data collected were calculated using SPSS. The research indicates that most participants felt that they are able to understand the concept of a topic better using BeED. They also agree that they are able to think more creative and critically. Participants’ attitude towards using BeED were quite optimistic where high percentage of participants wanted to continue using BeED in class and that it increased their interest in a particular topic. Although participants felt that they lack of opportunity demonstrating their knowledge using their strength and interest, they concur that blended learning using BeED improve their understanding using multiple strategies to provide to their learning needs. In conclusion, despite that some participants were still quite unsure on application of BeED, the overall perception on blended learning is quite positive.
IMPACT OF TECHNOLOGY INTEGRATION AMONG SELF-REGULATED LEARNERS IN IB MYP LANGUAGE AND LITERATURE CLASSROOM
In the last few decades, self-regulated language learning has become the prime most topic in educational research. In addition to it, the rapid growth of technology in the modern digital era, technology enabled learning increases opportunities and fosters the development of SRL abilities. Hence, this study aims to investigate impacts of integrating technology among IB MYP self-regulated learners in learning language and literature. To reach the objective, a mixed research method, both qualitative and quantitative methods was used. In this study, a total of 65 IB MYP students took part in the survey and 3 MYP English language teachers participated in semi-structured interviews. The responses derived from the participants including both teachers and learners were analysed to provide insights into the impacts of self-regulated language learning by MYP learners. The findings of this research was expected to provide whether there are more positive impacts among learners when their learning is integrated with technology. Through this research, IB MYP educators, and students in Malaysia were expected to be more aware of the benefits and drawbacks of integrating technology by self-regulated language learners so that the learners can improve in using technology at its best.
A CASE STUDY – CAPTURING ISSUES AND CHALLENGES OF ACTIVE LEARNING APPROACHES OF IB-MYP MUSIC TEACHERS
Background: Capturing issues and challenges of Active Learning approaches of IB-MYP teachers can enlighten and provide insights into strategies to minimize or alleviate predicaments experienced by IB-MYP music teachers. This study explored issues and challenges experienced by IB-MYP music teachers when implementing Active Learning approaches. Six key themes guiding this study was identified through literature review. The 6 key themes are teachers’ efficacy, educational leadership, internet-based technological (IT) support, continuous professional development (CPD), educational infrastructure and personnel support.
Method: A qualitative critical instance case study was employed. Typical case purposive sampling was used to select respondents for the participation in the interviews. Asynchronous online written structured interviews are deployed to collect data through Google forms.
Findings and results of this study was analyzed through Inductive Analysis.
Results: A total of 5 respondents participated in this study. A total of 75 questions were asked during the interviews. Implementation challenges, their causes and recommendations to minimize or alleviate these issues and challenges are presented. Key issues which exasperated teachers, such as issue of over-prioritization of assessment, examination and fulfilling curriculum content requirements, are identified.
Conclusion: Based on the respondents’ input, burdensome workload challenging teachers’ ability to prioritize time to provide meaningful Active Learning activities needed resolution. Effective educational leadership, with principles and code of practice which supports Active Learning in IB-MYP, is indispensable to alleviate the issues and challenges surrounding music learning. Reliable IT equipment and internet connectivity, and prompt technical response needed enhancement. CPD to emphasize on music teaching skills and class management skills to imbue efficacy in Active Learning implementation was implored. Overcrowding in music classrooms instigated by educational infrastructure needed resolution, basic amenities needed enhancement. Trained personnel support and teaching assistants are essential to the support of music learning for students with disabilities.
IMPACT OF THE ENHANCED PYP AGENCY ON SUDENTS’ QUESTIONING ABILITY
As the landscape of education continues to undergo reformations, learning and teaching approaches have been viewed in different lights to adapt to changes. The art of questioning or classroom dialogues have been scrutinised to improved learning. A lot of discussions revolve around this topic. However, only a few address the complexity and effectiveness of student-generated questions as opposed to teachers’ questions. In going through rapid changes, students are at the centre of learning. Students’ questioning ability is worth probing to know their cognitive ability. In doing so, effective learning approaches or engagements play important roles in question formulations. Therefore, this study aims to examine the impact of Enhanced PYP Agency on students’ questioning ability. Quantitative instrument is employed to gather data from Primary 5 students in an International Baccalaureate school. Pre-test and post-test are administered through questionnaires to answer research questions. Results gained from this quantitative study indicate a positive impact of the selected approach on the ability of students to ask higher order questions and questioning has become more purposeful to them.
THE EFFECTIVENESS OF PROJECT BASED MATHEMATICS AMONG PYP STUDENTS IN AN IB WORLD SCHOOL
Project-based learning or known as PBL in short is an instructional method that requires teachers and students to work collaboratively to explore and solve real- world problems and challenges guided by a driving question. Project-based learning is also known as active and engaging way of learning new things where it drives students to obtain a deeper knowledge of the specific subjects that they’re studying, and students develop confidence as they move through both team-based and independent work. This study is to examine the effectiveness of project based learning in mathematic among PYP student in IB school. The main focus of this project is to determine the student’s engagement level and attitudes toward learning
mathematics. In addition, teacher’s perceptions about project based learning in classroom are also investigated to find out the effectiveness of this method in classroom among young learner. The study was conducted at an international school (IB). Eighteen PYP math teachers and forty five PYP students took part in this research. The data was collected through different mode which is semi structured interview for teachers, survey questionnaire for students and class observation to observe the students and teachers involvement in project based learning. The collected date such as the interview with teachers was analyzed using thematic analysis method where the answer given by teachers has been transcribed clearly.
Finding from the study shows that most of the teachers are aware of the usage of project based learning in math and they know how to incorporate the math topic in the form of project based so that students will be fully engaged in the lesson. In contrast, when looked into student’s point of view, young students nowadays always prefer to explore new things buy themselves. Hence, from the survey questionnaire and class observation, it is obviously seen that students enjoyed learning when it comes through project based task rather than learning through conventional method. Thus, it can be conclude that, project based learning in Math gives a huge positive impact to teachers and students in moving towards the 21st century learning even though there are still some implications that need to be cater in future research
A PILOT STUDY ON THE IMPACT OF BRONZE DUKE OF EDINBURGH INTERNATIONAL AWARD REQUIREMENTS ON THE ACADEMIC ACHIEVEMENT OF STUDENTS FROM THE GRADUATING YEAR OF 2018/2019 AND 2019/2020 IN FAIRVIEW INTERNATIONAL SCHOOL
Most studies on the effect of extra-curricular activities on the students’ academic achievement are done in public school, none of which focus particularly on International Baccalaureate (IB) schools. IB schools are notable for a heavy study load reported by the students both in and outside the classroom. Most IB World School offered the Duke of Edinburgh’s International Award as part of a balanced education that complements each other and lauded to bring a positive impact to the students. Conducted in a chain of IB schools, the Fairview International School, this study aims to look at the impact of the commitment hour towards the Duke of Edinburgh’s International Bronze Award on the academic achievement of the IB Middle Years Programme (MYP) students in the final two years of MYP, specifically of the students from the graduate year of 2018/2019 and 2019/2020 (n = 273). The result of this study shows there is a positive correlation of the of the time spent in the extra-curricular activities and the students’ grade in the English subject but carrier no impact at all on the academic result of the Mathematics subject. There is a positive correlation between the average total commitment hour in the Award on the average academic achievements in the four subjects (English, Science, Mathematics and Business) of the student participants, as student participants who actually spent more time in the extra- curricular activities generally scores better in their IGCSE.