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CREATIVITY FOSTERING CREATIVITY FOSTERING BEHAVIOUR OF BEHAVIOUR OF
MATHEMATICS TEACHERS MATHEMATICS TEACHERS THROUGH THE THROUGH THE
IMPLEMENTATION OF IMPLEMENTATION OF SCHOOL BASED ASSESSMENTSCHOOL BASED ASSESSMENT
5TH MAC 2013, 2.30PM
BACKGROUND OF BACKGROUND OF STUDYSTUDY
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• A developed country is a country with high economic
growth.• Vision 2020 is to create a ‘developed Malaysia’.• Knowledge based economy is the platform.• Nucleus of knowledge based economy – human capital.• Human capital – capacity to create, innovate, generate
and exploit new ideas.• KBKK (Critical and creative thinking skills) – implemented
across curriculum since 1980’s.• Education development and reformation to cater national
development needs.
• Malaysian secondary school education has always been labeled as teacher-centric and examination oriented (Lim, C.S & Hwa T.Y ,2007, Indramalar & Chapman, 2003)
• This educational approach is quite common in Asian schools and has been labeled as rote learning, rigid and stifles creativity (Beech, 2002)
• The poor mathematics performance has aroused the national concern about the quality of human capital being produced by our education system.
BACKGROUND OF BACKGROUND OF STUDYSTUDY
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• Mathematics curriculum should give priority to foster students ability to think other than procedural knowledge in solving problems.
• In line with this, Ministry of education called for reformation of assessment.
• Blueprint Education Development pronounces that the greatest challenge faced by MOE is to lessen exam oriented and suggest school based grading system to improve the quality of our education.
BACKGROUND OF BACKGROUND OF STUDYSTUDY
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• 2012 – Form 1 students 100% SBA• 2014 – No PMR
School Based Assessment :• Students ability and knowledge should not be tested in
one –off summative evaluation but throughout the year.• Promote communication and creative thinking skills• Promote social skills and cooperation• Assessment – from exam oriented to School Based• SBA has certainly gaining momentum.
BACKGROUND OF BACKGROUND OF STUDYSTUDY
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• Continuous progress depends on teachers conviction
and support.
• Teachers are the catalyst of any education reformation.
“… The most important part in the implementation of any plans is
the teachers. However good is the plan, it will be no use if the
teachers do not implement well”
Former education Director General (Tan Sri Dr. Murad Mohammad Nor).
BACKGROUND OF BACKGROUND OF STUDYSTUDY
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• Creativity is an essential element in school but most school environment do not support creativity.
• Teachers ill equipped to develop, support or evaluate creativity (Torrance and Safter).
• When teachers cannot foster creativity, students cannot model creativity.
BACKGROUND OF BACKGROUND OF STUDYSTUDY
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• Ministry of Education has integrated creativity elements in the curriculum since 1980’s where KBSR and KBSM were implemented.
• However, over emphasis on examination created a culture where teachers ‘teach to test’.
• Mathematics merely learned by memorizing the steps without knowing the application of it.
• With the National Education Blueprint 2006 -2010 spelling out its mission to produce more confident, creative and well rounded students, a new assessment system seen as the catalyst to bring much needed changes in education system.
STATEMENT OF STATEMENT OF PROBLEMPROBLEM
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• The new system will be using school based assessing methods.• Teachers have no pressure of rushing through the syllabus and
preparing students for major exams.
• “Reducing examination may give opportunities for teachers and students to focus in improvising their skills and creativity”
(Translated Version: Utusan Malaysia, 24 June 2010).
• The curriculum may fail if teachers refuse to change their behaviour. After 8 months of implementation, are the teachers showing any significant behaviour in fostering creativity in their classroom?
STATEMENT OF STATEMENT OF PROBLEMPROBLEM
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• Cropley(1997) has listed nine criteria; independence, integration, motivation, judgment, flexibility, evaluation, questions, opportunities and frustrations as creativity fostering teachers’ behaviour.
• According to the nine criteria, this study is carried out to identify:
OBJECTIVEOBJECTIVE
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1. The level of Malaysian Mathematics teachers creativity fostering behaviour in mathematics classroom from teachers’ self report.
2. The level of Malaysian Mathematics teachers creativity fostering behaviour in mathematics classroom from students’ perception.
3. The relationship between the teachers self report and students perception on teachers’ creativity fostering behaviour.
OBJECTIVEOBJECTIVE
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This research attempts to answer the following research questions according to the nine criteria by Cropley (1997).
1.What is the level of Malaysian Mathematics teachers’ creativity fostering behaviour in mathematics classroom from teachers self report?
2.What is the level of Malaysian Mathematics teachers’ creativity fostering behaviour in mathematics classroom from students’ perception.
3.Is there any relationship between the teachers self report and students perception on teachers’ creativity fostering behaviour?
RESEARCH RESEARCH QUESTIONQUESTION
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CONCEPTUAL CONCEPTUAL FRAMEWORKFRAMEWORK
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RESPONDENT OF RESPONDENT OF STUDYSTUDY
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• Krejcie, R.V & Morgan D.W, 1970, 30, 607-610
• Sample of teachers is 240
(Population is 716)
• Sample of students about 380
(Population is 47 470)
RESPONDENT OF RESPONDENT OF STUDYSTUDY
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• Used convenient sampling (time and cost constraint).
• Questionnaire sent to 300 teachers and 600 students (2 students of each teachers)
• Received from 246 teachers and 492 students.
DATA ANALYSISDATA ANALYSIS
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• 6 Point Likert Scale is categorised to three levels.
• 1st and 2nd research questions analysed using the formula (n-1) / 3
Indication:
Low : 1.00 – 2.66
Moderate : 2.67 – 4.33
High : 4.34 – 6.00
• 3rd research question is answered through paired t-test and regression line.
TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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1. INDEPENDENCE
TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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2. INTEGRATION
TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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3. MOTIVATION
TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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4. JUDGMENT
TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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5. FLEXIBILITY
TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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6. EVALUATION
TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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7. QUESTIONS
TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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8. OPPORTUNITIES
TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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9. FRUSTRATION
TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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TEACHERS’ SELF TEACHERS’ SELF REPORT REPORT
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• Mean Average is 4.47 (High)• All the items in Independence is in high level•Highest mean score is for Judgment.•Lowest mean score is for Frustration.•Range of mean score for the nine criteria is 0.5•As a whole, 56.10% (high), 43.50% (moderate) and 0.41% (low).
STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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1. INDEPENDENCE
STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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2. INTEGRATION
STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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3. MOTIVATION
STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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4. JUDGMENT
STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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5. FLEXIBILITY
STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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6. EVALUATION
STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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7. QUESTIONS
STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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8. OPPORTUNITIES
STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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9. FRUSTRATION
STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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STUDENTS’ STUDENTS’ PERCEPTIONPERCEPTION
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•Mean Average is 4.51 (High)•Highest mean score is for Judgment.•Lowest mean score is for Frustration.•Range of mean score for the nine criteria is 0.43•As a whole, 55.28 (high), 43.50% (moderate) and 1.22% (low).
TEACHERS’ SELF REPORT VS TEACHERS’ SELF REPORT VS STUDENTS’ PERCEPTIONSTUDENTS’ PERCEPTION
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With significant level 0.05, a significant value of 0.141 is obtained. This shows there is no significant differences between teachers’ self report and students’ perception.
CORRELATIONCORRELATION
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r = +0.556
Significant = 0.01
Positive relationship
TEACHERS’ SELF REPORT TEACHERS’ SELF REPORT AND STUDENTS’ AND STUDENTS’ PERCEPTIONPERCEPTION
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•Both teachers and students highest mean score is in judgment.
•Both teachers and students lowest mean score is in frustration.
•The mean differences is 0.04.
IMPLICATION OF IMPLICATION OF STUDYSTUDY
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The opportunities by SBA to foster creativity•Teachers are highly and moderately fostering creative behaviour
1.The lack of understanding of creativity could significantly limit fostering creativity behaviour. Teachers must be able to identify creative behaviours when they take place. This can only happen if they are knowledgeable about creative behaviour.
a)Teacher training • central to promote creativity•Raise awareness and skill development•support teachers to implement creative behaviour in their teaching.
IMPLICATION OF IMPLICATION OF STUDYSTUDY
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b) Mentor – mentee and Lesson Study•Teachers within the school / districts
2. Policy makers and teacher should have and understanding.•How creativity implies education•How creativity can be applied through curriculum
3. Self Evaluation of Teacher•using questionnaire Soh (2007)•guideline for teachers
LIMITATION & LIMITATION & RECOMMENDATIONRECOMMENDATION
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1. Based on quantitative method with one instrument.• Addition of interview and classroom observation.
2. Limited to teachers and students in the state of Johor/• Teachers and students from all the states in Malaysia.
3. The ratio of teachers to students (1:2)• Increase the ration to 1:30
4. As teachers and students both reported moderate level• What are the obstacles faced to implement creative behaviour
LIMITATION & LIMITATION & RECOMMENDATIONRECOMMENDATION
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5. Teachers are chosen at random•Connect with the years of teaching experiences and option of teaching.
CONCLUSIONCONCLUSION
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• Examination stifles creativity.• School Based Assessment reduced examinations.• Majority teachers report to be highly fostering creativity.• Majority students report to see their teachers highly fostering
creativity.• However, the number of teachers fostering creativity in moderate
level is also high as claimed by both teachers and students.• A very little percentage in low level.
