RELATIONSHIP BETWEEN COGNITIVE STYLES,LEVELS OF COGNITIVE THINKING AND CHEMISTRY ACHIEVEMENT AMONG FORM FOUR SCIENCE STUDENTS
MEOR IBRAHIM BIN KAMARUDDIN, ZAINUDIN BIN ABU BAKAR,JOHARI BIN SURIF AND WINNIE SIM SIEW LI
Jabatan Pendidikan Sains dan Matematik,Fakulti Pendidikan,Universiti Teknologi Malaysia
This research is aimed to identify the cognitive styles, level of cognitive thinking and the chemistry achievement of form four science students in Johor Bahru. The research also investigated the relationship between the cognitive styles, the level of cognitive thinking and chemistry achievement. The Group Embedded Figures Test (GEFT), the Group Assessment of Logical Thinking (GALT) and the Chemistry Achievement Test (CAT) were used to determine the students’ cognitive styles, level of cognitive thinking and chemistry achievement respectively. A sample of 163 form four science students were involved in the research. The collected data were analyzed using the SPSS version 10.0 for Windows software. Results showed that most of the students were Field Dependent and they were at the concrete level of cognitive thinking. The analysis of CAT indicated that their achievement was low. There was a weak relationship between the students’ cognitive styles, the level of cognitive thinking and the chemistry achievement. This indicated that the chemistry achievement among the students was not very much influenced by the cognitive styles and the level cognitive thinking. Results also indicated that there was no significant difference between the cognitive styles, the level of cognitive thinking and the chemistry achievement. Several recommendations were made at the end of the report on ways educators could accommodate the diverse cognitive styles, and the level of cognitive thinking as well as ways to improve students’ achievement in chemistry.
Impact on the Implementation of bilingualism in science and mathematics teaching in Malaysian school system
Mohini Mohamed & Aziz Nordin
Technological University of Malaysia
International Islamic University of Malaysia
Understanding bilingualism in mathematics education and developing a principled instruction is a pressing issue in Malaysian system of education. With the implementation of government policy of teaching science and mathematics in English starting from year 2003, an increasing number of students are affected with this policy. It is vital to examine the view of instructors from tertiary level, who are bilingual themselves, about their views in the implementation of this policy. An initial study has been undertaken to examine the view of instructors from two public universities in Malaysia. A total of 175 respondents comprise of professors, associate professors and lecturers from eleven faculties participated in the research. It is important to gather theoretical and practical information from a variety of societal context in order to empower teachers and educators to see possibilities beyond their own constraints and to be able to perform their role appropriately. In the context of Malaysia, even though the dilemma was due to governmental initiatives, it is important to raise the consciousness of the bilingual educator and to liberate their view of bilingual education beyond a simple governmental definition or a single societal perspective.
Nor Azmi Bin Mostafa
Faculty of Language
Sultan Idris University of Education
There has been concern that bilingualism will obstruct the development of languages as compared to monolingualism (Hakuta & Diaz, 1985). Research by MacNamara (1966) (cited in Wilkinson, 1971) concluded the inferiority of bilinguals’ language ability as compared to monolinguals could be attributed to interference, cultural differences, and the concurrent learning of two languages. However, according to McLaughlin (1984), much of this early research was biased along the lines of socioeconomic status and actual proficiency in the two languages. In fact, there were instances where bilingual children were found to be in a higher grade at school than the monolingual children of the same age, and also to achieve better results in their schoolwork than the monolingual children in the same grade.
Even though the study does not find any significant relationship between the Malay students’ degree of Malay-English bilingualism and their academic performance, the study does prove that being a bilingual enables a Malay student to perform better in activities that assessed his/her English language ability. As such, this reinforces the fact that being bilingual does have its advantages. Malay bilinguals have the advantage of having the added benefits associated with being proficient in English as a second language (L2). One of these is being empowered to function more effectively as a world or global citizen. Acquiring an international language, such as English, will expose the Malay learners to wider fields of knowledge and inculcate a more globalized world view that is associated with the use of English, as opposed to having a limited, regional one associated with the use of the Malay language or Bahasa Malaysia.
By Thang Siew Ming and Delia L. Olaybal
School of Language Studies and Linguistics,
Faculty of Science Social and Humanities,
National University of Malaysia
This paper describes a Science in English website for Secondary One students in Malaysia. The aim of this website is to provide Science in English resources tailored to the needs of the Malaysian Secondary One students. The creation of this website is in line with the new Malaysian Educational policy of teaching Science and Mathematics in English. This policy was implemented in 2003 for Primary One, Secondary One and Lower Six students in all Malaysian schools, and is to progressively encompass all Malaysian students. This website provides an avenue for students to enrich and deepen their knowledge in Science and at the same time to enhance their English language skills and promote autonomous language learning. The website consists of explanation and interactive activities pitched at the intermediate level and designed in accordance to the Form One Science Syllabus. The website has been pilot-tested on 50 Form One students and 10 Science teachers. The results of the pilot study are discussed in this paper. ‘
The Effects of Inquiry- Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding
Sopiah Abdullah, and Merza Abbas, (2006)
The Effects of Inquiry- Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding.
Malaysian Online Journal of Instructional Technology (MOJIT), 3 (2). pp. 1-16. ISSN 1823-1144
Official URL: http://pppjj.usm.my/mojit/articles/pdf/0806/01-0106-Sopiah-USM-final.pdf
Gaya Teacher Training College, Sabah, Malaysia
Universiti Sains Malaysia, Malaysia. Centre for Instructional Technology & Multimedia
The purpose of the study was to investigate the effects of inquiry-based computer simulation with heterogeneous-ability cooperative learning (HACL) and inquiry-based computer simulation with friendship cooperative learning (FCL) on (a) scientific reasoning (SR) and (b) conceptual understanding (CU) among Form Four students in Malaysian Smart Schools. The study further investigated the effects of the HACL and FCL methods on performance in scientific reasoning and conceptual understanding among students of two reasoning ability levels, namely empiricalinductive (EI) and hypothetical-deductive (HD). A quasi-experimental method that employed the 3 x 2 Factorial Design was applied in the study. The sample consisted of 301 Form Four students from 12 pure science classes in four Smart Schools which were all randomly selected and assigned to treatment (HACL & FCL) and control (TG) groups. The results showed that students in the HACL group significantly outperformed their counterparts in the FCL group who, in turn, significantly outperformed other students in the TG group in scientific thinking and conceptual understanding. The findings of this study suggest that the inquiry-based computer simulation with heterogeneous-ability cooperative learning method is effective in enhancing scientific reasoning and conceptual understanding for students of all reasoning abilities, and for maximum effectiveness, cooperative learning groups should be composed of students of heterogeneous abilities.