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Teacher perceptions of the primary four social studies curriculum materials
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Type
Thesis
Author
Chen, Cheng Joo
Supervisor
Chin, Long Fay
Abstract
This study set out to collect information on the perceptions of classroom teachers towards the primary four social studies curriculum materials produced by the Curriculum Development Institute of Singapore. The purpose was to find out if there were differences in the perceptions of teachers in the Non-Pilot and Pilot schools towards the materials and whether certain selected characteristics like age, years of experience and attainment of a pass at 'O' and/or 'A' Level History/Geography influenced their perceptions of the materials.
The questionnaire was based on that for the Primary Science Project developed by researchers in the Institute of Education. Altogether 152 teachers from 33 Non-Pilot and 10 Pilot schools responded to the questionnaire.
The findings showed that, on the whole, teachers in both Non-Pilot and Pilot schools had favourable perceptions of the pupils' textbooks and activity books. They were less appreciative of the teachers' editions as they felt that some of the teaching strategies suggested therein were not appropriate to the teaching of the subject. There was a difference in the perceptions of the two groups of teachers towards the audio-visual materials developed for the programme. Non-Pilot teachers had more positive opinions about the materials compared to Pilot teachers.
The study also revealed that teaching-learning activities in the social studies classroom were more teacher-directed and less pupil-centered. The responses showed the predominance of two of three teaching-learning activities in the classroom.
A rather surprising finding was that many Pilot teachers did not perceive their school principals and vice-principals as encouraging or supportive whereas an overwhelming majority of Non-Pilot teachers viewed their key school personnel to be supportive in their implementation of the programme.
The results also showed that only a small proportion of the teachers in the sample had undergone some pre- or in-service training to acquaint them with the new materials and to assist them in implementing the new curriculum.
Lastly, it was found that neither age nor a social studies background had any influence on the respondents' perceptions of the curriculum materials. There was, however, a statistically significant difference at the .05 level of those teachers with less than six years of experience and those who had eleven or more years of experience in their perceptions of the audio-visual materials. The more experienced group viewed the materials more favourably than the less experienced group.
Based on the foregoing findings, the following recommendations are made:
(i) In-service courses should be conducted in the following areas - social studies content, use of instructional materials and teaching strategies. This would acquaint teachers with the subject matter, present them with an opportunity to examine the materials and assist them to make changes in their teaching styles.
(ii) There is a need for some organized management of the social studies audio-visual materials held by schools. Such materials should be made easily accessible to those teachers who need to use them.
On the whole, teachers appear to be coping admirably with the new materials, considering the fact that many of them not only have to handle new materials in Social Studies but in English, Mathematics and Science as well.
The questionnaire was based on that for the Primary Science Project developed by researchers in the Institute of Education. Altogether 152 teachers from 33 Non-Pilot and 10 Pilot schools responded to the questionnaire.
The findings showed that, on the whole, teachers in both Non-Pilot and Pilot schools had favourable perceptions of the pupils' textbooks and activity books. They were less appreciative of the teachers' editions as they felt that some of the teaching strategies suggested therein were not appropriate to the teaching of the subject. There was a difference in the perceptions of the two groups of teachers towards the audio-visual materials developed for the programme. Non-Pilot teachers had more positive opinions about the materials compared to Pilot teachers.
The study also revealed that teaching-learning activities in the social studies classroom were more teacher-directed and less pupil-centered. The responses showed the predominance of two of three teaching-learning activities in the classroom.
A rather surprising finding was that many Pilot teachers did not perceive their school principals and vice-principals as encouraging or supportive whereas an overwhelming majority of Non-Pilot teachers viewed their key school personnel to be supportive in their implementation of the programme.
The results also showed that only a small proportion of the teachers in the sample had undergone some pre- or in-service training to acquaint them with the new materials and to assist them in implementing the new curriculum.
Lastly, it was found that neither age nor a social studies background had any influence on the respondents' perceptions of the curriculum materials. There was, however, a statistically significant difference at the .05 level of those teachers with less than six years of experience and those who had eleven or more years of experience in their perceptions of the audio-visual materials. The more experienced group viewed the materials more favourably than the less experienced group.
Based on the foregoing findings, the following recommendations are made:
(i) In-service courses should be conducted in the following areas - social studies content, use of instructional materials and teaching strategies. This would acquaint teachers with the subject matter, present them with an opportunity to examine the materials and assist them to make changes in their teaching styles.
(ii) There is a need for some organized management of the social studies audio-visual materials held by schools. Such materials should be made easily accessible to those teachers who need to use them.
On the whole, teachers appear to be coping admirably with the new materials, considering the fact that many of them not only have to handle new materials in Social Studies but in English, Mathematics and Science as well.
Date Issued
1985
Call Number
LB1530 Che
Date Submitted
1985