The distinctiveness and effectiveness of science teaching in the Malaysian ‘Smart school’

Ong, Eng Tek; Ruthven, Kenneth

doi:10.1080/02635140903513557

Cited by 32 publications

(13 citation statements)

References 12 publications

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“…Additionally, the science activities conducted in the classrooms were boring, non-captivating and uninteresting, mainly because there was "too much talking by their teachers" (Rohandi, 2017, p. 22), signifying a teacher-centered classroom with a prevalence of teacher talk. This echoes the previous findings by Ong and Ruthven (2010) who characterized the prevailing science teaching and learning in the Malaysian classrooms and found that it was mainly teacher-centered with didactic teaching and that note-copying syndrome was prevalent.…”

Section: Introductionsupporting

confidence: 87%

The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

Ong

Keok

Yingprayoon

et al. 2020

JPII

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The aim of this study is to determine the effect of the 5E Inquiry Learning Model as compared to the conventional method in enhancing third-grade students’ science achievement using “magnet” as the learning material. A quasi-experimental pretest-posttest control group design was employed with the participation of 40 students from two intact Third-grade classes in a primary school in Kuala Kangsar. The experimental group was taught using the 5E Inquiry Learning Model which consists of 5 stages, namely Engagement, Exploration, Explanation, Expansion, & Evaluation, while the control group was taught using the teacher-centered conventional method. The science achievement in the learning of “Magnet” was measured using a researcher-developed test consisting of 12 multiple-choice and 8 fill-in-the-blank items. The test has sufficient validity and KR-20 reliability. Analysis of the pretest data indicates that there was no statistically significant difference (t = 1.66, p > .05) in the pretest means between the experimental and control groups. Accordingly, an independent samples t-test was used to compare students’ achievement in the posttest. The analysis of the posttest data indicates that the posttest mean in science achievement (16.05) among the group of students who had followed through the 5E Inquiry Learning Model is statistically significantly higher (t = 4.75, p < .001) than the corresponding mean (13.15) among the group of students in the control group. Therefore, it can be concluded that the 5E Inquiry Learning Model enhances the learning of science in terms of achievement among the primary students.

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Section: Introductionsupporting

confidence: 87%

The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

Ong

Keok

Yingprayoon

et al. 2020

JPII

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“…This supports the previous research outcomes which point to the prevalent practice of one-way communication among Malaysian teachers (Saleh & Aziz, 2012;Saleh & Yakob, 2014) and that the predominant activities carried out in the classrooms were mainly lecture-based (Saleh & Yakob, 2014) with students passively listen and respond to the questions posed by their teachers in-group rather than giving a show of hands to be called upon for responses (Saleh & Liew, 2018). Previous findings by Ong & Ruthven (2010) also indicate a similar prevailing phenomenon in science classrooms in which the prevalent practices were characterized by direct instruction and notecopying syndrome.…”

Section: Introductionsupporting

confidence: 85%

The 5e Inquiry Learning Model: Its Effect on the Learning of Electricity Among Malaysian Students

Ong

Govindasamy

Singh

et al. 2021

Self Cite

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The effectiveness of the 5E Inquiry Learning Model as compared to the teacher-centred traditional method on science achievement in electricity was examined in this study. The quasi-experimental pretest-posttest control group research design was utilized. A total of 65 students (33 and 32 students in the experimental and the control groups, respectively) from two Year 5 intact classes in Malaysia participated in this study. A test comprising 54 dichotomously scored items with overall KR-20 reliability of 0.84 was used in the pretest and posttest. Given the significant difference in the pretest and posttest, it was presumed that the analysis could be done using the ANCOVA. However, on further analysis, the assumption for homogeneity of the regression slope was violated and ANCOVA could not be performed. Instead, the covariate was categorized into two equally-spaced categories (i.e., low and average achievers) and further t-test supported the equivalency of the experimental and control groups. When analyzed using the t-test, the two groups differed significantly in the posttest means across the two categories of students. These findings unequivocally indicate the effectiveness of employing the 5E Inquiry Learning Model in enhancing students’ science achievement among the low and average achieving students.

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“…For example, there is evidence that the flexible and individual-centered environment in nationwide ICT-integrated systems extends the knowledge base. The example of "smart schools" in Malaysia is often cited to document this phenomenon (Ong & Ruthven, 2010). In these ideal examples, an ICT-enriched context creates an environment that supports both individual cognition and the formation of a rapidly developing socioeconomic community (Ilomaki & Rantanen, 2007).…”

Section: Innovation and Entrepreneurship Through Stemmentioning

confidence: 98%

Challenges to creating an Arabian Gulf knowledge economy

Wiseman¹,

Alromi²,

Alshumrani³

2014

Education for a Knowledge Society in Arabian Gulf Countries

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The distinctiveness and effectiveness of science teaching in the Malaysian ‘Smart school’

Cited by 32 publications

References 12 publications

The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

The 5e Inquiry Learning Model: Its Effect on the Learning of Electricity Among Malaysian Students

Challenges to creating an Arabian Gulf knowledge economy

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