Primary Teachers’ Perceived Challenges in Teaching Science in Abu Dhabi Public Schools

Kadbey, Hanadi; Dickson, Martina; McMinn, Melissa

doi:10.1016/j.sbspro.2015.04.055

Cited by 15 publications

(13 citation statements)

References 12 publications

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“…Teaching science to students is a challenging and complicated process (Fleischner et al, 2017;Kadbey, Dickson, & McMinn, 2015;Omorogbe & Ewansiha, 2013). The reason is that science is considered a cluster of difficult (Buah & Akuffo, 2017;Etobro & Fabinu, 2017) and boring subjects (Shirazi, 2017).…”

Section: Introductionmentioning

confidence: 99%

Improving student learning outcomes in science subjects through the implementation of PBL-based module

Nursa’ban

Masykuri

Yamtinah

2019

JPBI

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Problem-based learning (PBL) has been reported as one of the learning models which can improve student learning outcomes optimally. Unfortunately, the frequency of implementing PBL and the teacher knowledge level about PBL is not optimal yet. This quantitative descriptive study aimed at determining the effect of PBL-based modules implementation on student learning outcomes. The population of this study was the XI grade students of SMAN 2 Wera in which the sample was the students of XI-Natural Science Class. Test was chosen as an instrument in the data collection process which was given at the beginning and the end of the implementation. The dependent-test was performed, after collecting the data. The study results indicated that the student learning outcomes increased significantly. Therefore, the application of PBL-based module is recommended to be carried out during science learning of XI graders.

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Section: Introductionmentioning

confidence: 99%

Improving student learning outcomes in science subjects through the implementation of PBL-based module

Nursa’ban

Masykuri

Yamtinah

2019

JPBI

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“…Multiple studies on the challenges occurring in science classes (Kaptan & Timurlenk, 2012;Kadbey, Dickson & McMinn, 2015;Parker, Sei-Himah, Asare & Ackah, 2018) have pointed to debilitating factors such as insufficient equipment and poor physical conditions of science laboratories, teachers' lack of in-service training, and absence of professional development and support. Cansiz and Cansiz (2015) found that science teachers have difficulties with assessment--they are unclear about how students' science understanding should be assessed--and with classroom management.…”

Section: Science Teaching Difficultiesmentioning

confidence: 99%

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2019

IJES

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This study examined the difficulties experienced by science teachers in selected public secondary schools in the Mubarak Al-Kabeer Governorate in Kuwait. The difficulties they encountered were examined under four aspects: curriculum objectives, student assessment, school management, and science laboratories. Ten schools were randomly selected from a population of 22 schools in the governorate. From the ten schools, seventy-seven science teachers (N = 77) responded to a self-developed questionnaire in Arabic on science teaching difficulties. The questionnaire asked 20 items on the four aspects of science teaching difficulties. Data on the difficulties were summarized as frequencies, percentages, means and standard deviations, while gender differences were determined using chi-squares. The results indicated that both male and female science teachers encountered difficulties with the science curriculum objectives in that they are not clear and do not encompass the important learning domains, i.e. the cognitive, affective, and psychomotor domains. Teachers also found the objectives to lack a systematic order that should range from the lowest to the highest. In regard to assessment, teachers experienced difficulties caused by inconsistent and non-standardized practices, as well as by the lack of alignment between curriculum objectives and assessment practices. Authoritarianism and inflexibility in the school management, and the lack of opportunities for professional growth posed further difficulties for teachers. As for science laboratories, a majority of science teachers reported that they lack good equipment, are located in unsafe places, and do not meet safety standards. No significant gender differences were detected in the teachers' perceptions of difficulties, which was taken to reflect the reality on the ground. That is, the difficulties faced by the teachers were not a function of gender. Based on the results, the study recommends that the science curriculum objectives be reformulated to cover all learning domains, and a consistent student assessment system that is aligned to the curriculum objectives be applied. Outdated and negative school management styles must also be replaced by a democratic style that is positive and motivating.

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“…On the other hand, the results of Kadbey's [13] in Abu Dhabi showed that parents' involvement in the implementation of learning at schools influenced the attitudes and achievement of the children. To obtain good achievement, parents' support was highly required.…”

Section: The School Public Relation In Indonesiamentioning

confidence: 99%

“…Kadbey et al [13] showed that one of the challenges faced by teachers in learning science was that only a few parents support their children in learning this subject. While, based on the results, parental involvement in learning science is very important.…”

Section: A the Parents' Participation Level In The Implementation Ofmentioning

confidence: 99%

The Influence of Education Level and Income of the Parents on Their Participation towards the Implementation of Education at Schools

Wiyono¹,

Rasyad²,

Nasrun³

2018

Proceedings of the 1st International Conference on Early Childhood and Primary Education (ECPE 2018)

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There are some factors that influence the parents' and the community's participation. Therefore, this study was conducted to find the relationship between the education level and the income of the parents and their participation towards the implementation of education at schools. This study was conducted in Mojokerto, a district of East Java Indonesia, using a survey research design. The samples used were 150 parents that were taken using cluster proportional random sampling. The data collection techniques used were questionnaires and documentation. Whereas the data analysis techniques used were descriptive statistics, correlation, and regression. The results of the study showed that there was a significant correlation between parents' education level and income and their participation towards the implementation of education at schools simultaneously. It can be concluded that parents' education is a dominant factor that influences the quality of the implementation of education at school.

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Primary Teachers’ Perceived Challenges in Teaching Science in Abu Dhabi Public Schools

Cited by 15 publications

References 12 publications

Improving student learning outcomes in science subjects through the implementation of PBL-based module

Improving student learning outcomes in science subjects through the implementation of PBL-based module

Untitled

The Influence of Education Level and Income of the Parents on Their Participation towards the Implementation of Education at Schools

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