Saturday, May 30, 2009

Teknik Pengumpulan Data

Kuliah Puan Sakinah pada minggu ini membincangkan bagaimana hendak mengumpul data dalam kajian tindakan.

Mempunyai pelbagai teknik boleh digunakan dalam pengumpulan data tetapi bukan semua teknik menjanjikan kualiti dapatan kajian.
Penyelidikan kajian tindakan boleh tercapai jika teknik dilakukan dengan sempurna

Kriteria Kualiti Data
Kesahihan : Kebenaran data
Kebolehpercayaan : Ketepatan Data
Oleh itu, penambahanbaikan dalam penyelidikan kajian tindakan harus dilakukan

Alat yang digunakan dalam pengumpulan Data
Pemerhatian - Kaedah rakaman video
Nota guru dan komen
Refleksi pelajar dan kerja pelajar
Jurnal pelajar
Ujian
Tinjauan Soal Selidik
Temuduga (Audio tape)

Wednesday, May 27, 2009

Action Research Proposal

I tried to post my action research proposal assignment through Scrib but seems have code problem. So decide to copy the whole doc...


Tajuk
Meningkatkan Penghayatan Pelajar dalam Subjek Sejarah melalui Penggunaan Komik.

2.Nama Penyelidik :
Hamizah Liyana Binti Anwar
Lee Sok Leng
Mohd Latiffi Bin Latin
Nik Hidayatul Nursaadah Binti Husin
Siti Rafeqah Binti Samsunanwar


3.Alamat Sekolah
Sekolah Menengah Kajang Utama, Selangor.

4.Latar Belakang Kajian
Kebiasaannya pelajar kurang berminat untuk mempelajari subjek Sejarah kerana melibatkan banyak fakta. Selain itu subjek Sejarah yang berteraskan kepada peristiwa lepas membuatkan pelajar sukar untuk menggambarkan dan menghayati sesuatu peristiwa tersebut.

5.Masalah dan Fokus Kajian
Kajian kali ini memfokuskan kepada masalah yang sering dihadapi oleh pelajar iaitu kesukaran untuk mengingati fakta dan kronologi peristiwa meliputi tarikh, nama dan tempat. Tambahan pula kebanyakan fakta dipersembahkan adalah berbentuk ayat semata-mata.

6.Rasional Kajian
Rasional kajian ini dijalankan kerana pencapaian pelajar dalam subjek Sejarah di Sekolah Menengah Kajang Utama adalah kurang memuaskan berbanding pencapaian subjek-subjek lain.

7.Objektif Kajian
Kajian ini bertujuan untuk meningkatkan kefahaman dan penghayatan pelajar-pelajar seterusnya menyemai minat mereka dalam subjek Sejarah.

8.Kumpulan Sasaran
Kumpulan sasaran ialah seramai 60 orang pelajar dari kelas Tingkatan Dua yang mempunyai pencapaian paling rendah dalam subjek Sejarah.

9.Pelaksanaan Kajian
9.1 Membuat perancangan dari segi sampel, setting, prosedur, pengumpulan dan penganalisisan data, refleksi dan kesimpulan.
9.2 Ujian Saringan dilakukan untuk menentukan tahap pencapaian pelajar dalam subjek Sejarah seterusnya memilih peserta kajian.
9.3 Kelas intensif dijalankan di luar waktu persekolahan terhadap sampel yang telah dipilih.
9.4 Proses pengajaran dan pembelajaran dilaksanakan dengan menggunakan komik sebagai alat bantu mengajar (ABM). Setiap pelajar disediakan sebuah komik mengikut topik.
9.5 Guru menjelaskan sesuatu topik pengajaran yang melibatkan peristiwa berbantukan komik.
9.6 Penilaian dibuat selepas proses pengajaran dan pembelajaran. Penilaian kualitatif menggunakan kaedah soal jawab dan penilaian kuantitatif seperti ujian formatif dan sumatif.

9.7 Refleksi
Kaedah ini mampu untuk membangkitkan minat pelajar dalam subjek Sejarah.

10. Kesimpulan
Secaranya amnya bahan yang berbentuk ilustrasi dapat menarik minat pelajar untuk memahami subjek Sejarah dengan lebih mendalam. Maka penggunaan komik dilihat satu pendekatan yang efektif.

Laporan Pencatat Sesi Pembentangan Seminar Pendidikan Serantau Ke-4


Tajuk Pembentangan : Issues and challenges of strategic planning implementation in the Education Organization (intermediate level) of Kohgilouyeh and Boyerahmad Province from 2005-2007


Nama Pembentang : Khosrow Nazari & Ramli Basri
Sesi : 4D1
Tarikh / hari : 20/05/2009
Masa : 2:00pm-2:20pm
Bilik/Tempat : Sri Mahang, Klana Resort Seremban
Pengerusi : En Mohd Taib Harun
Pencatat : Lee Sok Leng

INTISARI PEMBENTANGAN:

1. Strategic change cycle was used in designing strategic plan in education organization.

2. This approach has 10 steps.

3. Faced issues and challenges in strategic planning implementation such as parent participant, jobs satisfaction values or shortage of financial reviews


INTISARI PERBINCANGAN (SOAL-JAWAB)

1. Successful implementation using strategic change cycle such as organise different workshop for teachers and lecturers

2. Research was not compared with Malaysia education organization as Malaysia is more stable.

Cadangan : Nil

Monday, May 25, 2009

Discussion Week 6

Our class today started with surprise where Cik Halimah Harun has asked us to wrote down about our personal details, teacher idol, most hate teacher, why we choose to be teacher and jobscope of a teacher. Finally draw a tree enclose with signature and birthdate. I was curious why we need to draw a tree. She later described drawing a tree is pyshcology act that reflect our own way of thinking, attitude and characteristic. So when we first start teaching, it is a useful tool as simple pyshocology exercise on students to know more about them rather than just talk and chalk. As teacher, we also need to be specific and accurate in words during learning and teaching process to enable students understand what you are trying to reach out to them.

There are several types of research such as below. However not all research is action research as some research is more on experimental or survey.
  • Content Analysis
  • Biography
  • Action
  • Kajian 'Tinjauan'

Discussion activity with 1 partner.
In the Seminar Pendidikan Serantau Ke-4 held last week at Klana Resort Seremban, one of the example of action research that i recalled is :

Presenter : Ms Fatmawati
University : University Kebangsaan Malaysia
Title : Hubungan antara konsep kendiri dengan motivasi pelajar
Kenapa : Kajian ini dilakukan untuk menganalis hubungan antara konsep kendiri dengan motivasti pencapaian pelajar samada wujud dan dengan hubungan lain seperti sosioekonomi
Apa : Hubungan motivasi pelajar dengan motivasi pencapaian pelajar
Bagaimana : Melibatkan teknik soal selidik, pengunaan skala likert and konsep kendiri Rosenberg. Data pula di analisis dengan teknik korelasi Pearson, Ujian-t dan Anova Sehala
Prosedur : Kajian dibuat secara terperinci mengikut status sosioekonomi keluarga bedasarkan jantina. Sample yang digunakan adalah 100 pelajar (30 lelaki & 70 perempuan) di sebuah sekolah kebangsaan dengan 3 bahagian soal selidik.

Partner : Lim Siew Yee P48595

At end of class, we are required to form 5 persons in a group from diferent races and major to create a proposal in action research. Deadline : 25th May 2009.

Thursday, May 21, 2009

Assignment 2 (Journals Review)

Comparison on similarities & differences

Article 1, 2 & 3:
Stress on importance of meta cognitive, cognitive and motivational factors in learning and reflection process.
Collaboration action research approach is use.
Classroom setting

Article 1: Action research on students self assessment in mathematics
Article 2 & 3: Action research on teacher professional development skills in teaching proficiencies and problem solving skills

Sample
Article 1: Special education students are used beside normal students (41 students in two Grade 3 classes)
Article 2 sample: In-service science teachers (20 teachers from 6 schools)
Article 3 sample: Pre-service teacher (5 teachers)

Research Time Frame
Article 1: Short time frame (10 weeks)
Article 2 & 3: Long time frame (1 & 3 years)

Procedures
Article 1


Each class is given 5 minute multiplication facts tests once a week for 10 weeks. Flash card games and students partnering is use as strategy to practice. Weekly testing with prediction exercise and reflection sheets was used by students to predict the scores and compare with their actual scores to enhance students learning process. In addition, students write down whether the goal has been achieve, did the strategy work and what strategy can be use further. Reflection sheets were modified to include some selected response and drawing for special education students as they have problem in reflection process.

Article 2
20 science teachers from 6 high schools were divided into 4 subgroups. Science teachers of each subgroup jointly developed an integrated science instructional module in 3 consecutive stages in preparation/exploration (1ststage), extension/elaboration (2nd stage) and promotion/dissemination (3rd stage). Participants of each subgroup met once a week, while all the four subgroups met approximately once every month.

Article 3

Pre-service teachers were introduce to action research process through professional development session. In first step, teacher will need to generate the action research question and plan of action, the second was to analyze and reflect on data collected and to revise the plan if necessary, and the final step was to finalize analyses, interpret findings, and write up action steps based on what was learned.

Analysis
Article 1

Descriptive statistics were used to analyze the quantitative data from students’ bar graphs and reflection sheets. Qualitative data from student reflection sheets were summarized into tables to inspect for patterns to generate case studies. Combination data were use in addressing motivational and cognitive level question to increase student involvement in assessment and displaying the clear pattern of study strategies. Predicted and actual scores for both classes were plotted in graphs of mean, minimum, and maximum meanwhile type of strategies use by students were display in table form.

Article 2

The teachers take a very long time to develop professionally, especially while working in collaboration with other teachers on actual instructional tasks. Qualitative and quantitative methods including field notes, interviews, observations, video & audio taping, document analysis, and surveys of students’ and teachers’ opinions were used to collect data for a closer analysis of the effectiveness of the instructional modules. In 1st stage, science teachers designed instructional activities on related concepts in Physics, Biology and Chemistry. At 2nd stage, teachers will need to use more flexible strategies in designing that would best fit their students’ needs. The instructional module developed in the 3rd stage is based on a cross-disciplinary model, involving the integration of the concepts and principles across various subject boundaries. Each instructional module developed in this study was evaluated by experience science teachers and science educators before was tried out in actual classroom settings.

Article 3

Data sources used in the study were pre/post and mid-term individual interviews, audiotapes of planning, mid-term evaluation, and final evaluation action research discussion between pre-service teacher and onsite, teacher educator, research/dialogue journals, action research plans, including reflections written by the pre-service teachers, final action research reports, structured in-class writings from the pre-service teachers, and researcher field notes study. Content analysis and pattern matching were used as data analysis procedures. Construct validity was concentrate by using multiple sources of evidence and establishing a chain of evidence.

Evaluation
Article 1

The sample of students that were used in this action research may not sufficient to display a clear pattern of students self assessment as the sample use is little. Beside normal students, reflection of special education students in learning process were conducted which is good as these students found to have problems on doing their reflection in sheet provided and shows teacher need to do adjustment to suits students’ need. However, this article does not discuss on the validity and reliability in this research.

Article 2

This action research inclusive deep detail of literature review, procedures/results is extensive and took 3 years to complete which is good as professional skills in teachers does not develop in overnight and need longer time to achieved coherent results. However, in my opinion, the results of constructed instructional science modules shown is too simple whereby readers unable to understand the modules as their guide for teaching. No discussion was made on the validity and reliability in this research.

Article 3

Provide good guidelines for engaging teacher through action research to enhance teaching professional teaching in all skills. However, no data were present in statistical form and findings were based more on case studies.

Conclusion
Article 1

The study suggest student able to do their self assessment by including meta cognitive level and reflection process on their learning strategies. Various pattern of learning strategy is used by students and by participating in the reflection helped students understand the value of their own studying process. However, student self-assessment does not guarantee student learning or involvement. Support, guidance and coaching are required in student self assessment along with learning strategies.

Article 2

Instructional modules which were developed in this study resulted a good instructional quality to help teacher grows professionally in science teaching. Involvement of teachers in this study also shown improving skills in reflection, discussion, communication technologies and collaboration.

Article 3

In this study, exposing pre-service teacher to collaborative action research during internship provide wide opportunities to gain valuable insights about self as teacher, the students, the curriculum, teaching, and their roles and responsibilities as teachers. It also revealed major significant of focused inquiry, reflection, analysis, collaboration and thoughtful actions for professional development as teachers.

Synthesis
Article 1

41 students including special education student participate in Minute Math project on collaboration with 2 university supervisors, 3 teachers and 3 students teacher. Students is required to predict and graphing their test scores on a weekly conventional timed test of multiplication facts. Students also reflected their progress, the success of their studying and problem-solving strategies each week by writing on reflection sheets. Student self-assessment was successful to increase memorization task of learning and provide deeper experience in monitoring their own mathematics learning.

Article 2

Collaborative action research approach which consisting of science educators/researchers, graduate assistants and science teachers from six junior high schools to help science teachers develop professionally through the development of instructional modules on integrated science and technology. The entire study were conducted in 3 consecutive years where the instructional modules developed were discussed by participants of this study and evaluated by external experts before were tried out in actual classroom. Both qualitative and quantitative methods were used to collect data for a closer examination of the effectiveness of the instructional modules and of the increase in teachers’ instructional proficiencies.

Article 3
Pre-service teachers participate in this study with collaboration with senior level pre-service teacher and on site teacher educators during internship through process of action research to enhance the professional development of teachers. Interviews and observations were major method used to recorded the action research process to provide reflection and unique understand about self as teacher, students, curriculum and teaching and roles and responsibilities as teachers.

Wednesday, May 13, 2009

Assignment 2

1. Review 3 types of article journal action research regarding education.

2. Compare the samples, settings, procedures, data gathering & analyzation in terms of :
a. Similarity and difference
b. Analysis
c. Evaluation
d. Summary
e. Syntheses

3. 3 types of article journal that i have selected for my review are:
  • Tittle : Minute math : An action research study of student self assessment
  • By : Susan M. Brookhart, Marissa Andolina, Megan Zuza and and Rosalie Furman
  • Content : Action research on student self-assessment on memorizing task of learning and monitoring their own mathematics learning. Reflected the progress and the success of their studying and problem-solving strategies. (motivational & metacognitive)
  • Year : 2004

  • Tittle : Action research aiming at improving high school science teachers's teaching proficiences through the development of instructional modules
  • By : Chorng-Jee Guo* and Huey-Por Chang
  • Content : Action research on helping science teachers to develop profesionally through development of instructional modules on intergrated science and technology.
  • Year : 2005

  • Tittle : Collaborative Action Research Projects : Enchancing preservice teacher development in professional development schools
  • By : Tracy. C Rock & Barbara B. Levin
  • Content : Action research on enchancing preservice teacher development skills such as skills of inquiry, reflection, problem-solving and collaboration through action research projects.
  • Year : 2002

Tuesday, May 12, 2009

Langkah-langkah dlm kajian tindakan (Kuliah 4)

Terdapat 6 langkah tindakan yang sentiasa berada dalam kitaran (Johnson, 2005) iaitu

1. Kajian kepustakaan
2. Fokus ke atas masalah dan bidang yang hendak dikaji
3. Merancang dan mengumpulkan data
4. Menganalisis data
5. Membentuk pelan tindakan
6. Perkongsian hasil dan pelan tindakan

Kajian kepustakaan
1. Membuat review seperti dalam jurnal, artikel, laporan dan buku
2. Memerlukan kemahiran berfikir mengikut aras yang semakin tinggi iaitu
a. Membuat perbandingan dan perbezaan
b. Menganalisis data
c. Mensistesiskan maklumat
d. Membuat penilaian
e. Membuat kesimpulan

Ulasan Buku (Assignment 1)

1. Concept of Action Research
The concept in action research combines action that is well organizes by self–reflect enquiry with research procedures while involve in improvement and transformation processes.

2. Why teachers need to conduct action research?
By engaging in action research, a teacher is exposes the way to establish and how to improve the professionalism in teaching by making independent and developing good judgement in classroom. It also helps teachers to improve their teaching learning process encourage teachers to create new teaching strategies in the classroom and improve process of school development.

3. Action Research Designs
a. Models of Action Research.
There are several models of action research which each of them has similar approaches or more elaborate.
i. ‘Action Research Spiral’ by Kemmis and Mc Taggart, 1988 – Simple, straightforward and great starting base in action research.
ii. John Elliott Model’s (1991) – Similar but more elaborate than Kemmis Model where it focus on Reconnaissance (fact-finding and analysis) that should persist in the spiral activities and Implementation (monitoring first before evaluation).
iii. Dave Ebbutt Model’s (1985) – Comprises of a series of successful cycles that able to integrate of information within and between cycle.
iv. James McKernan (1996) - Suggest time process model that highlight on importance of not allowing problems which occurs in action research to become too severe fixed in time.

b. Sample / Participant – Students
c. Setting – Classroom and school

4. Action Research Procedures
a. Develop a focus – Does not necessarily need to start with new hypotheses but also general ideas that need to be improved. Choose an issue/topic that important that is practical to you, students, interesting and related to way of teaching and learning.
b. Formulate Hypotheses – Define the problem clearly and formulate hypotheses that need to be extremely clear and precise that wishes to explore
c. Determine Information and collection methods – Potential information sources and collections methods should be identified for suitable classroom research
d. Analysis of information – Co-exist with data collection where to identity emerging and unexpected results.
e. Reports – Provide feedback or summary of data which can result an action.

5. Data Collection and Analysis
i. Research Instrument – Classroom observation which involves 3 phase of observation cycle: planning meeting, classroom observation itself and feedback discussion

ii. Technique of Data Collection –
a. Field notes – to be written as soon as possible after a lesson as maintain conscious awareness of one’ original thinking.
b. Audiotape recording – Provide useful starting points for further investigation and can be review number of times.
c. Pupil Dairies – Quick way to obtain information and also provide interesting field notes that contrast with teachers ideas.
d. Interviews – Individual interviews with students can provide productive source of information.
e. Videotape recorder and digital camera – Allows teachers to observe many sides of the teaching and provide accurate information of analyzing.
f. Questionnaires – quick and simple way to obtain specific information from students.
g. Sociometry – Is use for teacher to analyses social relationships
h. Documentary Evidence - Provides context and information
i. Case study – Comprehensive and accurate
j. Mapping techniques – Easy to administer provides a map of process change in a school.


iii. Technique of Analyzing Data
a. The selection and definition of problems and concepts
b. Frequency and distribution of concepts
c. Assimilation of findings in models
d. Presentation of evidence and proof.

6. Research Ethics
a. Examine the protocol – ensure all relevant persons involve and information used in the research was informed, consulted and necessary permission and approval was obtained.
b. Maintain confidentiality - Ensure privacy of all respect in action research
c. Obtain clear authorization before observe- To get authorization before observing professional colleagues and others
d. Report progress – Keep your work visible and open for suggestions

7. Reliability and Validity
There are techniques can be used for determine the reliability and validity in the research process.
a. Triangulation – involve gathering accounts of teaching situation from 3 points of views, teacher, student and participant observer.
b. Saturation – test repeatedly against the data
c. Audit trail – Increase validity by controlling error and obtain acceptable conclusions
d. Key respondents – reviews others research reports

8. Evaluation of this book. – This book is a superb book guide for teacher who wishes to undertake classroom research or great base to start classroom research. The book is complete with introduction of classroom research, principles and steps to descriptions of methodology, data gathering and analyzing and examples of case study for futher understanding. You may refer to the book frontcover that i have posted in my blog dated 27th April 2009.

Ref : Hopkins, D. 2002. A Teacher’s Guide to Classroom Research. Third Ed. Berkshire: Open University Press.

Saturday, May 9, 2009

Teori Perubahan (Kuliah 3)

1. Konsep Perubahan :
a. Perubahan dalam pendidikan adalah tidak dapat diubahkan
b. Kadang kala mewujudkan ketidakpastian di mana mesti dielakkan kerana jika berlaku ia akan meruntuhkan masa depan generasi muda

2. Terdapat 4 jenis perubahan :
a. Perubahan ke arah peningkatan - memberi kesan kepada komponen-komponen tertentu dalam organisasi. Contoh : Berlakunya perubahan dalam struktur organisasi
b. Perubahan strategik organisasi - Melibatkan keseluruhan organisasi. Contoh : Mendefinasi semula peranan organisasi.
c. Perubahan reaktif - berlaku akibat tindak balas langsung daripada pelanggan & pihak berkepentingan (stakeholders)
d. Perubahan akibat jangkaan -terdapatnya kesedaran dalam kalangan pengurusan yang perlu diadakan perubahan

3. Perubahan adalah kompleks dan multidimensi.

4. Perubahan yang kompleks : mempunyai proses evolusi ( menghasilkan kesan yang sedikit dalam tempoh yang panjang) dan revolusi (yang pantas dan meninggalkan kesan)

5. Perubahan multidimensi, terdapat 6 jenis dimensi yang perlu difahami iaitu :-
a. Tujuan
b. Unit
c. Sifat
d. Magnitud
e. Skop
f. Jangkamasa

6. Model-model teori perubahan :
a. Model Pengabungan Roger
b. Model Kantar
c. Model Rand
d. Model Acot

Friday, May 8, 2009

Aktiviti 3 Berkumpulan (Kuliah 3)

Berikan 8 sebab kenapa orang menentang perubahan dan strategi pelaksanaan untuk menerima perubahan.

1. Sikap manusia (Malas @ degil untuk menerima perubahan kerana sudah biasa dengan cara yang sedia ada)
2. Perubahan mungkin memerlukan peruntukan kewangan yang besar.
3. Menolak kerana perubahan yang dilakukan tidak membawa keuntungan kepada semua pihak
4. Perasaan tidak suka atau diskriminasi terhadap orang yang memulakan perubahan walaupun idea perubahan yang dibawakannya adalah bernas.
5. Tidak mempunyai keyakinan dan kebolehan diri untuk membuat perubahan
6. Masing-masing mempunyai pendapat, pandangan dan pendirian yang berlainan
7. Berfikiran negatif dan terus menganggap/ membuat keputusan bahawa perubahan yang bakal dilakukan tidak akan berjaya.
8. Keliru dan tidak mempunyai perancangan atau peraturan yang rapi.

Strategi.
1. Memupuk kesedaran diri
2. Membuat belanjawan terdahulu sebelum melabur ke atas perubahan
3. Membuat perancangan serta kajian terlebih dahulu dengan teratur dan sistematik sebelum melaksanakan sesuatu perubahan
4. Mengkikiskan perasaaan dikriminasi dan bersikap rasional dan logik.
5. Melaksanakan perubahan tersebut secara berperingkat dan bukan drastik agar memberi masa untuk menyesuaikan diri untuk menerima perubahan yang baru
6. Sentiasa berfikiran positif dan lebih terbuka untuk menerima pandangan orang lain
7. Sentiasa memantau dan membuat refleksi ke atas perubahan yang sedang dilakukan bagi meningkatkan lagi mutu.

Ahli Kumpulan :
a. Lee Sok Leng P48614
b. Hamizah Liyana bt Anwar P48579
c. Siti Rafeqah binti Samsunanwar P48667

Models of Action Research (Kuliah 2)

Mc Kernan's action research model (1996)

Ebbutt's action research model (1985)

Elliott's action research model (1991)


Action Research Spiral (Kemmis & McTaggart, 1988)

The combination of the action and the research components has a powerful appeal for teachers.There are many model in action research and the popular ones are models were produced by Stephen Kemmis and McTaggart 1988), John Elliott (1991), Dave Ebbutt (1985) and James Mckernan (1996) which has different concepts.