Teachers' Teaching Practice and Student Achievement in Basic Economics-A Comparison in Two Types of Schools in Malaysia

By Singh, Termit Kaur Ranjit; Krishnan, Sashi Kala | International Education Studies, November 2014 | Go to article overview

Teachers' Teaching Practice and Student Achievement in Basic Economics-A Comparison in Two Types of Schools in Malaysia


Singh, Termit Kaur Ranjit, Krishnan, Sashi Kala, International Education Studies


Abstract

The purpose of this study is to compare teachers' teaching practice based on students' perception towards achievement in the subject of Basic Economics between two different types of secondary schools in Malaysia, the National Secondary Schools (SMK) and Chinese National Type Secondary Schools (SMJK) in the state of Penang, Malaysia. The respondents involved in this study consist of 125 17 year old students from four SMK schools and 125 students from three SMJK schools in Penang. Survey method was employed in the data collection. The quantitative data obtained was analysed using the SPSS. The research shows that there are significant differences between SMK and SMJK in terms of teachers' teaching practice towards Basic Economics. The result of correlation analysis indicates that correlation between teachers' teaching practice and the students' achievement in SMK is significant unlike in SMJK.

Keywords: basic economics, students' achievement, teachers' teaching practice, secondary national schools, secondary national type schools

1. Introduction

Malaysia's education system aims to produce a balanced student physically, emotionally, intellectually, and spiritually so that they can serve as productive citizens who are able to support the vision and mission of the country. In connection with the government's interest, one of the agenda of the Ministry of Education (MOE) is to strengthen all National Schools or 'Sekolah Kebangsaan' (SK), since SK was established as a vehicle for unity among the various races. SK serving as a place for young people to live in community, working together to achieve the vision of State (Ministry of Education, 2006). The Chinese National Type Secondary Schools (SMJK) are schools with Chinese being the main language and students who are also almost all of the Chinese race.In general Malaysian education system is exam oriented and often used as an important indicator in determining the career of students and a school performance success. Comparison of students' performance between SMK and SMJK has always been a reference material and widely reported in the media. This can be seen each time a national exam results are announced. Generally the SMJK will fare better than SMK although both schools are well equipped equally with good infrastructure and trained teachers provided by the government. Most of the Chinese parents emolí their children in SMJK schools as Mandarin language is offered as a compulsory subject where else in SMK the subject is only offered as an optional subject. As a result SMJK is consists mainly of Chinese and a very few Malay and Indian students where else in SMK schools consists mainly of Malay and Indian students and a very few Chinese. In accordance with the goals and objectives of the MOE, Basic Economics was made as an elective subject in group II (Vocational and Technology) to Form Four and Form Five students in all the secondary schools. This subject was introduced in 1991/1992 as an experiment and the first group of students sat for the Sijil Pelajaran Malaysia (SPM) officially in 1994. The shortfall in the Higher Certificate Examination Malaysia (STPM) and at the same time the dwindling number of students taking this subject (Faridah, 1999) led to the introduction of the subject at Form Four and Form Five level. Many students are of the opinion that Economics is a difficult subject to understand and this perception has become a hindrance for the student to excel in this subject. The status of Economics as an elective subject in schools has also led the students to become nonchalant in learning and teaching process of the subject (Khoo & Kassim, 2005). The 'chalk and talk' is the common method of teaching used in classrooms with high number of students, hoping to complete the syllabus in a stipulated given time (Becker & Watts, 2001). Situation in Malaysian schools are that students enter the class without proper preparation and the lack of discussion in the classroom resulted in many students just waiting for a response from the teacher instead (Khoo & Kassim, 2005). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Teachers' Teaching Practice and Student Achievement in Basic Economics-A Comparison in Two Types of Schools in Malaysia
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.