Journal Articles - Singapore Journal of Education

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Now showing 1 - 20 of 142

Open Access
Anxiety and mathematics performance in female secondary school students in Singapore
(Taylor & Francis, 1987)
Foong, Pui Yee
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.
249 1815
Open Access
The APTSE as a tool for measuring the competencies of special education student teachers
(Taylor & Francis, 1990)
Quah, May Ling
;
Chalmers, Jennifer
Assessment of student teachers' performance in teaching practice has been an area of concern for researchers for many years. At the Institute of Education (IE), Singapore, an instrument called the Assessment of Performance in Teaching (APT) is used to assess the competencies of student teachers teaching in regular schools. In July 1988, staff from the Special Needs (SN) Department in IE adapted the APT for use with student teachers teaching in the special schools. The adapted instrument known as the APTSE (Assessment of Performance in Teaching for Special Education) was trialled for a 10-week period by the SN Dept staff and the principals of the special schools.
The purpose of the paper is two-fold: first, to describe the development of an instrument to measure the competencies of student teachers teaching in special schools in Singapore, and second, to propose the use of this instrument as a viable means of assessing student performance in teaching in the special school context.
184 274
Open Access
Aspects of mathematical understanding
(Taylor & Francis, 1987)
Wong, Khoon Yoong
“Teaching for understanding” is often considered to be an important educational objective. For instance, the Singapore Elementary Mathematics Syllabus (1981) states that “… pupils should know and understand mathematical ideas and principles, including the techniques and skills in mathematical computation” (p.2). As the computer is used more frequently in education and society, the aim of education should shift from training for specific skills to understanding. However, “understanding” may mean different things to different people. This paper provides an analysis of the concept of understanding and reports on a survey about mathematical understanding.
200 701
Open Access
Assessment of teacher trainees
(Taylor & Francis, 1983)
Perry, Fred L. (Fred Lehman)
Deciding whether a teacher trainee is ready to become an effective member of the teaching profession is an expected responsibility of any teacher training institution. In many cases, more is expected. Discrimination is required toward teacher trainees in deciding who is able, who is adequate, or better or best. These expectations have necessitated institutions formulating and improving a number of methods for making such decisions. As part of the commemoration of the 10th Anniversary of the Institute of Education, this paper is being presented as a focus on the assessment of teacher trainees for accreditation in becoming part of the task force of teachers in Singapore.
136 268
Open Access
Assessment, grade level and learning
(Taylor & Francis, 1992)
Chang, Agnes Shook Cheong
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.
166 261
Open Access
Attitude towards responsibility and teacher locus of control: Further evidence of their validities
(Taylor & Francis, 1989)
Soh, Kay Cheng
In recent years, a growing number of studies have shown that teachers' sense of efficacy is a powerful predictor of teacher effectiveness. The construct of teacher locus of control or perceived teacher efficacy is defined as the teachers' beliefs or conviction that they can influence how well students learn and how they behave (Guskey, 1981; Rose & Medway, 1981; Taylor et al., 1981). It has also been found that teachers who place a high value on teaching tend to take greater personal responsibility for their own actions and their students' performance (Ames, 1982; Brookover & Lezotte, 1979). The concept of personal responsibility for student performance and behaviour may be extended to include responsibility for other aspects of school work and to attitude towards responsibility in general within the school context.
215 210
Open Access
Attitudes and motivation of Malay students in secondary schools in Singapore towards the learning of English and Malay
(Taylor & Francis, 1985)
Kamsiah Abdullah
Recently there has been an active interest in the topic of Malay education or rather the education of the Malays in Singapore. It must be remembered that any plan or programme on the subject should be approached with a deep sense of understanding of the nature and complexity of the problems; and it is in this area that systematic research in the education of the Malays will make a significant contribution towards educational planning and progress in the education of Malay pupils. The present study which focuses on the affective factors which influence language education hopes to fulfil some of the needs for systematic research in this area.
188 1200
Open Access
Attitudes towards innovations in primary schools: A study of in-service teachers
(Taylor & Francis, 1985)
Chew, Joy Oon Ai
This is a study of how a group of primary school teachers in Singapore dealt with the possibility of introducing informal educational innovations in their school settings. “Informal innovations” here refers to the voluntary adoption of new teaching methods, techniques and ideas acquired during an in-service teacher education programme, namely, the Further Professional Certificate in Education (FPCE) programme conducted by the Institute of Education, Singapore. Did these teachers attempt, when back in their schools, to experiment with the new ideas and methods of teaching they had been exposed to during the one year of the FPCE programme? What factors worked for, and against, attempts at innovations in their primary schools? Were there structural constraints and socio-psychological obstacles that they had to negotiate in order to adopt innovations in classroom and educational practices? If innovative ideas had remained dormant, was this because the teachers were unconvinced about the practicality and relevance of these ideas for the classroom and the school? These questions serve as the focal points of a small study involving 66 primary school teachers. Of the 66 teachers, sixteen had resumed work at school for nine months after they completed their in-service attachment at the Institute of Education (IE). The remaining 50 were in the midst of their in-service training when they participated in the study.
155 223
Open Access
"Blips of meaning": The transformation of reader and history text
(Taylor & Francis, 1989)
Loh, Grace
;
Diamond, C. T. Patrick
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.
158 257
Open Access
Book review [Review of the book Cloze procedure and the teaching of reading and reading development and cohesion, by Asmah Haji Omar and Noor Ein Mohammed Noor (Eds.)]
(Institute of Education (Singapore), 1984)
Sullivan, Claudia
147 324
Open Access
Book review [Review of the book Counselling: A problem-solving approach, by D. N. Dixon & J. A. Glover]
(Institute of Education (Singapore), 1985)
Lui, Elena Hah Wah
243 705
Open Access
Book review [Review of the book National language as medium of instruction, by Asmah Haji Omar and Noor Ein Mohammed Noor (Eds.)]
(Institute of Education (Singapore), 1984)
Gopinathan, Saravanan
296 280
Open Access
Book review [Review of the book One classroom: Many languages: Issues and strategies for teachers, by J. Barnett (Ed.)]
(Taylor & Francis, 1994)
Wong, Ruth
206 190
Open Access
Book review [Review of the report A study on factors contributing to high teacher motivation and morale in Singapore primary schools, 1988, by Singapore Teachers’ Union (STU)]
(Institute of Education (Singapore), 1988)
Chang, Agnes Shook Cheong
244 171
Open Access
Cara mengajar mengkaji sastera (cerpen)
(Institute of Education (Singapore), 1980)
Mohd Taha Jamil
165 799
Open Access
The career maturity of Singaporean adolescents: Where do we stand and what can be done?
(Taylor & Francis, 1989)
Tan, Esther
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.
233 1140
Open Access
The case for career guidance: The plight of secondary four students in Singapore
(Taylor & Francis, 1987)
Khor, Peter Sinn Yeou
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.
206 902
Open Access
Clear, clinical supervision
(Taylor & Francis, 1990)
Sharpe, Leslie
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.
117 183
Open Access
The concept of conductivity and molar conductivity of an aqueous solution
(Institute of Education (Singapore), 1980)
Goh, Ngoh Khang
;
Chia, Lian Sai
316 7187
Open Access
Constructive-reconstructive processes in children’s memory
(Taylor & Francis, 1981)
Quah, May Ling
Psychologists since the time of Ebbinghaus have been interested in the study of memory. Even as early as 1885, when Ebbinghaus published his essay Über das Gedächtness, he realized that memory and recall of continuous passages of prose or verse would be affected differentially by people's experiences and prior knowledge. To overcome this problem, or so it seemed at the time, and give everyone an equal start, some psychologists including Ebbinghaus advocated the use of nonsense syllables to determine memory reactions. Such an advocate was Myers (1911) who, commenting favourably upon the use of these methods, said that by employing meaningless syllables, “we have been able to eliminate associations by meaning and to arríve at the conditions affecting the sheer retentivity and reproducibility of a presentation, and to determine the number and course of the associations which are formed among the numbers of a series of such subjects” (p. 144).
140 276