A survey of the perceptions of teachers and students related to the instructional-cognitive emphasis and classroom learning conditions of Adventist upper secondary schools in East Malaysia

This study provided teachers and administrators of Adventist upper secondary schools in East Malaysia with empirical data on classroom learning conditions and the teaching of thinking skills. This cross-sectional survey of 25 teacher responses and 588 student responses from three schools, included the Form IV-VI subject areas of Malay, English, and history.

The instrument used was the Class Activities Questionnaire (CAQ) (Steele, 1982) to assess cognitive emphasis and classroom learning conditions. Demographic item and three open-ended comment areas regarding class strengths and weaknesses were included. Data analysis employed descriptive and comparative methods.

Major findings were as follows:
1. The typical upper-secondary teacher in Adventist schools in East Malaysia was between 20 and 40 years old, female, married, with 5 years or less of teaching experience, teaching fewer than four subjects, and holding a two-year college diploma or less. The typical upper-secondary student was between 15 and 18 years of age, female, and had attended Adventist schools for 2 years or less.
2. Respondents agreed that both lower and higher thought processes received moderate emphasis.
3. Both teachers and students saw lecture as the least used teaching approach. To students, examination-oriented instruction received the most emphasis. Teachers believed discussion to be predominant.
4. Teachers and students concurred that of the six classroom climate factors, humor received the least emphasis. Teachers perceived that feeling valued was receiving the greatest emphasis, whereas students perceived enthusiasm as most emphasized.
5. Teachers maintained that history courses had the most positive and English classes the least positive climate. Students viewed English with the most and Malay classes with the least positive climate.
6. To the open-ended comment areas, students stated their liking for their teachers’ teaching approaches and warm relationships. However, they wanted to be physically and mentally active in classes and have better understanding with teachers who were teaching examination-oriented subjects. Teachers liked the students’ enthusiasm and cooperation in class activities, and wished to help students learn and score well on national examinations.

Recommendations are that teachers should place priority in teaching thinking skills, prepare well-planned class activities, and foster better understanding with students in examination-oriented subjects. School administrators should find ways to improve teachers’ educational attainment through in-service training, seminars, fieldtrips, distance learning, or formal education.

Availability:
Free
Publication Date:
1998
Author:
Norris G Simpul
Order Information:
Copy available from AIIAS Leslie Hardinge Library LG224.E38 .S56 1998
Language:
English
Resource Type:
Unpublished Plans & Papers
Resource Objective:
Research
Level:
Kindergarten-Grade 12
Audience:
Researcher
Religious Origin:
Seventh-day Adventist