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Type :thesis
Subject :Q Science
Main Author :Kalpana Deepa Veni Veloosamy
Title :Identification of physical factors and practices for implementing lower primary science curriculum
Place of Production :Tanjong Malim
Publisher :Fakulti Sains dan Matematik
Year of Publication :2018
Corporate Name :Universiti Pendidikan Sultan Idris
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Abstract : Universiti Pendidikan Sultan Idris
The study identifies the physical factors and practices for the implementation of level one lower primary science curriculum. The purposes of this study were to assess the existing physical  factors and practices for the implementation of primary science curriculum, to determine whether  the schools have accommodated physical factors as in accordance to the Ministry of Education  guidelines and to identify the relationship between the classroom physical factors and the teaching  and learning (T&L) science practices. A survey design was adopted for this study. The study  involved 146 primary science teachers from District of Larut, Matang and Selama, Perak. The  research instruments employed were questionnaires, observation check list and interview protocol.  Data were analyzed using descriptive statistics, which were frequency distribution and percentage,  while correlation tested the hypothesis at 0.05 significant level. Data from the interviews were  analyzed using Atlas.ti while the classroom observations were analyzed through the checklist. The  key finding of the research identifies that the majority surveyed schools are adhered to the  ministerial guidelines. However, the accommodation facilities in the classrooms are at moderate   satisfaction  level. The  result reveals  a  low  rating (mean = 2.47) for overall analysis of  existing physical factors and a moderate level (mean = 2.74) for existing practices in the primary  schools for implementing science curriculum. Furthermore, the result also indicates that the  classroom physical factors have a significant relationship with the science T&L practices (r =  0.876, p < 0.05). In conclusion, by enhancing the accommodation of physical factors in the  classroom, the quality of T&L could be improved. Its implication is that the integration of  physical facilities in science curriculum could reduce frustration, improve positive behavioral,  and could help in developing students’ personality and self-confidence.  

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