An Evaluation On The Effectiveness Of English For Teaching Mathematics Training Programme
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Date
2012
Authors
Zabidi, Noor Fauza
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
Professional development programme is a vehicle for educators to continually
enhance their professional knowledge and practice. However, educational literatures
indicated inconsistent findings and mixed response regarding the effectiveness of the
course of English for Teaching Mathematics and Science (ETeMS). In particular, inservice
training research investigating ETeMS denote that the course did not enhance
teachers’ knowledge, skills, and confidence. Thus, the purpose of this study was to
evaluate the effectiveness of the course of English for Teaching Mathematics on
participants’ level of confidence, knowledge, and skills. A mixed method using both
quantitative and qualitative approaches was utilized to collect data in the study. A survey
using questionnaire was administered to 372 course participants of the English for
Teaching Mathematics of cohort 2006 in Kedah and 269 complete questionnaires were
returned and used in the study. The data collected were analysed using descriptive
statistics. A pre- and post-test was administered at one of the course centres to tabulate
the index of learning. The survey data were also validated through interviews and microteaching
observation with a sub-sample of the course participants (n = 15). The
quantitative results suggested that the course of English for Teaching Mathematics,
overall, developed the respondents’ confidence, knowledge, and skills at a moderate
level. The mean score for confidence to deliver content in English was 3.60 and
confidence to manage classroom interaction in English was 3.52. The mean score for
knowledge in using the correct Mathematics terminology was 3.81, while the mean score
in using the correct classroom language was 3.64. The mean score for producing
Mathematic teaching and learning materials in English was 3.57; formulating questions
was only 3.01; and using ready-made questions was 3.47. Results from this present study
also indicated that 80.67% of the respondents would like to learn more English and
70.81% of them hope the course will improve their English in order to make their
teaching more effective. On the whole, the evidence suggests that the course provided
limited opportunities for respondents to develop their English proficiency. The present
study suggested that in future, needs analysis should be carried out before implementing
In-service Training (INSET) activities. It is essential to take into consideration elements
of adults learning when planning INSET activities. Continuous professional
development, post-INSET support, and follow-up monitoring are also suggested in order
to insure the effectiveness of INSET.
Description
Keywords
Evaluate the effectiveness of the course of English , Teaching Mathematics on participants’ level of confidence, knowledge, and skills