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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| This survey study aims to analyse training needs of lower secondary in-service teachers to foster higher-order thinking skills (HOTS) in science teaching. The population of the study were lower secondary science teachers in Peninsular Malaysia. Multistage random sampling was employed and 220 respondents (a response rate of 65.3%) took part in this study. Data were gathered using a questionnaire that was specifically developed for the purpose of this study and has high validity and reliability. Descriptive and inferential statistics were used to analyse the data. Borich formula was adapted to determine the discrepancy and to prioritise training needs. Results show that teachers have limited understanding of HOTS as well as the pedagogy to foster HOTS. The finding indicates that there is a need for training in all methods/activities/techniques to foster HOTS both in knowledge and performance dimensions. Ten competency items were identified as ‘Critical Training Needs’ that should be prioritised for training purposes. The finding also shows that there is no significant difference between the years of teaching science experience and the ‘Critical Training Needs’. However, there is a significant difference between level of confidence and ‘Critical Training Needs’ whereby when the level of confidence is high the training needs is low. On the other hand, Multiple Regression test shows that only the frequency of ‘practice’ is a good predictor for determining ‘Critical Training Needs’ (explains 21.9% of the variance). In conclusion, the study affirms teachers need training in all competency items to foster HOTS in science teaching regardless of years of science teaching experience. In addition, a high level of confidence does not guarantee that the teachers do not need training in that aspect. The determining factor whether training is needed or not is the frequency of practice. The implication of the study is that the findings can be important information in planning, designing, or developing training programmes for in-service teachers. |
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