Journal Articles - Singapore Journal of Education

This is an exploratory study conducted on mathematics anxiety, test anxiety and some interpersonal correlates with mathematics achievement of a sample of 206 Secondary Four female students from a Singapore school. Spielbergers' (1977) Test Anxiety Inventory (TAI) and the Fennema-Sherman Mathematics Attitudes Scales (Fennema- Sherman, 1976) were the instruments used. Some significant findings are: high mathematics anxiety is associated with low mathematics achievement and so is high test anxiety with low mathematics achievement. However, for the most capable students, test anxiety seems to act as a facilitator in their mathematics performance. Of the three interpersonal variables explored, students' scores on the perception of their mathematics teachers have the strongest correlation with their mathematics anxiety scores.

Researchers have identified assessment as a very crucial influence on the learning strategies adopted by students. The present study carried out on Secondary 2, Secondary 4, and Junior College 2/Pre-University 3 students shows that the Singapore students did not favour the Surface Approach in their learning of English and Mathematics. The nature of the discipline and the cognitive demands of the examinations carried considerable importance for students in their choice of learning strategies. Despite the heavy emphasis on excelling in examinations, students did not rely solely on surface and achieving strategies to attain their goals.

The study focused on the interpretations of eight "good" or effective Secondary One teachers. It suggests that the teachers interpreted the "text" (consisting of 12 elements) on the basis of their practical knowledge. The teachers tended to describe the literal meaning of the content. This, however, is a rather restricted form of interpretation which ignores the role of both the reader and the plurality of meanings in the message( s) of the text. To be receptive to the text, the teachers need to reflect on their often taken-for-granted knowledge and practices. The repertory grid was used to elicit such tacit knowledge. Like a mirror, the grid reflected to the teacher his or her own frame of reference for his or her consideration. This is a vital first step in the transformation of both the teacher and his or her interpretation of the text.

This study investigated the cognitive, attitudinal and behavioural aspects of the career maturity of 1380 secondary school and junior college students. The findings reveal a general weakness in career exploration and in the students' development of career decision-making skills. While no significant gender differences can be observed, there is strong evidence to indicate that career development does mature with age. The findings also suggest a positive association between career maturity and academic performance and between career maturity and parental involvement. Among the resource persons identified, teachers are the least consulted. They are also rated as the least helpful source of career information. In the light of these findings, implications for the planning and implementation of career guidance in schools to enhance the career maturity of the students are discussed and suggestions made.

A systematic survey conducted by the Institute of Education involving school personnel and prospective employers of school leavers showed that Secondary Four students were generally lacking in job knowledge, job application skills and had no clear career directions. They were often unrealistic about their educational aspirations, job preferences and were overly materialistic in job values. The survey highlighted the urgent need for career guidance in Singapore schools.

This paper analyses the practice of IE supervisiors' disclosure of formative grade to their supervisees during post lesson conferences on teaching practice. A comparison is made between students who were, and who were not, told their grade. The results suggest that in Singapore it is possible to synthesize the advantage accruing from both clinical and technical - rational modes of teacher supervision.