UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Survey research is aimed at determining the level of scientific reasoning skills math students in Universiti Pendidikan Sultan Idris , also identifies the type of teaching style used by lecturers from the perceptions of students and its relationship to the level of scientific reasoning skills . A total of 74 math students early years ( three semesters ) and 162 math students final year ( semester five and eight ) who participated in this study . There are two instruments used in this study , namely the Scientific Reasoning Skills and Lecturer Teaching Style Questionnaire . Descriptive statistics such as mean, standard deviation and percentages were used to describe the information of students , the level of scientific reasoning skills of students and lecturers teaching style based on student perceptions . Data was analyzed using inferential statistical analysis of variance (ANOVA ) Bilateral , t-tests , Multivariate ANOVA ( MANOVA ) and correlation of Pearson Product Moment . The results showed that the level of scientific reasoning skills among most students still at the concrete level . Final year students were found to have levels of scientific reasoning skills higher than students in the beginning . Two dominant styles lecturers ' perception of students is teaching style expert and provider of power. However, the study showed no correlation between the level of scientific reasoning skills of lecturers teaching style . The findings of this study can serve as a benchmark level of scientific reasoning skills math students in Universiti Pendidikan Sultan Idris . Specific strategies should be integrated in the learning , teaching and assessment in higher education to ensure that students have the skills to deal with environmental Arrangements are capable of learning , life at university and beyond. Thus , in line with the continuous improvement of the university curriculum , the development of these skills should be incorporated intertwined and emphasized further |
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