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Teacher perceptions of the use of a multi-media English language curriculum package
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Type
Thesis
Author
Sun, Huey Min
Supervisor
Yeoh, Oon Chye
Abstract
The study focuses on the impact of the PEP (Primary English Programme) multimedia package for Primary 3, as representing a typical CDIS (Curriculum Development Institute of Singapore) teaching package for Primary schools. The PEP was one of the first CDIS packages which integrated the use of print and non-print multimedia materials in the effort by CDIS to create and innovate new materials to meet the needs of teachers and pupils. It was pilot tested in 1981 and implemented on a full scale in 1982 under the New Education System. Another relative importance of the package is that it is for English, the common language of instruction in all Singapore schools.
The study investigates teachers' use of the multimedia PEP materials; the acceptability, relevance and feasibility of the materials; variations in the use of the materials as explained by differences in the teacher background and school conditions, and, lastly, the nature of the relationship between teacher use of the materials and the pupils' response and interest.
Four propositions, identified from literature review, were formulated:
1. Given the set of specially designed multi-media curriculum and instructional materials for the purpose of teaching the Primary English Programme (PEP) at Primary 3 level, teachers make use of the materials as intended.
2. The variations in the use of the Primary 3 PEP multimedia materials are subject to the teacher's perceptions of the usability of the package, especially in terms of the perceived relevance, acceptability and feasibility of the materials by the teachers at the time of curriculum implementation.
3. The teachers' responsiveness to the multimedia curriculum materials, as indicated by their perceptions and their use or non-use of the materials is related to their background and the prevailing environmental conditions in the school and classroom.
4. Teachers who use the materials meaningfully, in turn, are more likely to influence their pupils' response to and interest in the use of the multimedia curriculum and instructional materials.
Following a review of literature, a teacher questionnaire and another for pupils were designed by the author to measure teacher and pupil perceptions of the PEP materials and a pilot test was conducted in 8 Primary 3 classes in 3 selected schools, representing high, low and average performance schools. Subsequently, the two questionnaire were further refined and given to a sample of 98 teachers and 1436 pupils from 28 schools. These schools included 8 out of the 13 schools which were involved in the CDIS pilot test on the use of the PEP package in 1981. They also included government and government-aided and high, average and low performance schools, as determined by their PSLE English examination results in 1981 and 1982.
Descriptive statistics, chi-square, t-tests, Pearson r and Factor analyses were applied to test the data against the propositions.
The study arrives at four main findings.
Firstly, teachers used the core print materials more than the supplementary and non-print materials.
Secondly, teachers in general found the multimedia materials acceptable, relevant and feasible.
Thirdly, differences in the academic background of teachers did not influence the use of the materials, but variations in the degree of AV training they had received did make a significant difference in their response to the materials.
Finally, pupils' reports confirmed the proposition that teachers who used the materials meaningfully were more likely to influence their pupil's responsiveness to and interest in the materials.
Emerging from the study are certain pointers which suggest possible strategies in the implementation of a new innovative, multimedia curriculum package. It is proposed that these take into account the following considerations, namely,
(a) Generally, teachers felt the need for more training in the use of the multimedia materials. They also indicated the key role of school AV Coordinators as change agents and as media consultants most referred to by teachers. It is therefore suggested that the training of AV Coordinators / Head of Media Resource Department and Heads of Departments of curriculum subjects be reviewed in order that such training will equip them more adequately to pass on their expertise to their colleagues in school and assist them in the use of multimedia materials.
(b) Curriculum implementation is an continuing process which calls for an on-going evaluation of the materials. One way is to encourage interaction and dialogue among users (teachers and pupils) on how they adapt to the materials so that mutual adaptation or successful implementation of the curriculum materials will take place.
(c) The feasible use of multimedia materials is related to teachers' workload. This study indicates that teachers in small schools (enrolment of up to 800), which constituted 14 of the 28 sample schools, gained more from the materials, had better access to them and were more eager to upgrade their skills in the use of multimedia materials. The Report, "Towards Excellence in Schools" also favoured smaller enrolment and reduced teacher pupil ratio (Principals' Report, 1987, p20). Therefore, any step taken particularly to reduce enrolment and teacher-pupil ratio to a realistic minimum in the Singapore context should be welcome.
The study investigates teachers' use of the multimedia PEP materials; the acceptability, relevance and feasibility of the materials; variations in the use of the materials as explained by differences in the teacher background and school conditions, and, lastly, the nature of the relationship between teacher use of the materials and the pupils' response and interest.
Four propositions, identified from literature review, were formulated:
1. Given the set of specially designed multi-media curriculum and instructional materials for the purpose of teaching the Primary English Programme (PEP) at Primary 3 level, teachers make use of the materials as intended.
2. The variations in the use of the Primary 3 PEP multimedia materials are subject to the teacher's perceptions of the usability of the package, especially in terms of the perceived relevance, acceptability and feasibility of the materials by the teachers at the time of curriculum implementation.
3. The teachers' responsiveness to the multimedia curriculum materials, as indicated by their perceptions and their use or non-use of the materials is related to their background and the prevailing environmental conditions in the school and classroom.
4. Teachers who use the materials meaningfully, in turn, are more likely to influence their pupils' response to and interest in the use of the multimedia curriculum and instructional materials.
Following a review of literature, a teacher questionnaire and another for pupils were designed by the author to measure teacher and pupil perceptions of the PEP materials and a pilot test was conducted in 8 Primary 3 classes in 3 selected schools, representing high, low and average performance schools. Subsequently, the two questionnaire were further refined and given to a sample of 98 teachers and 1436 pupils from 28 schools. These schools included 8 out of the 13 schools which were involved in the CDIS pilot test on the use of the PEP package in 1981. They also included government and government-aided and high, average and low performance schools, as determined by their PSLE English examination results in 1981 and 1982.
Descriptive statistics, chi-square, t-tests, Pearson r and Factor analyses were applied to test the data against the propositions.
The study arrives at four main findings.
Firstly, teachers used the core print materials more than the supplementary and non-print materials.
Secondly, teachers in general found the multimedia materials acceptable, relevant and feasible.
Thirdly, differences in the academic background of teachers did not influence the use of the materials, but variations in the degree of AV training they had received did make a significant difference in their response to the materials.
Finally, pupils' reports confirmed the proposition that teachers who used the materials meaningfully were more likely to influence their pupil's responsiveness to and interest in the materials.
Emerging from the study are certain pointers which suggest possible strategies in the implementation of a new innovative, multimedia curriculum package. It is proposed that these take into account the following considerations, namely,
(a) Generally, teachers felt the need for more training in the use of the multimedia materials. They also indicated the key role of school AV Coordinators as change agents and as media consultants most referred to by teachers. It is therefore suggested that the training of AV Coordinators / Head of Media Resource Department and Heads of Departments of curriculum subjects be reviewed in order that such training will equip them more adequately to pass on their expertise to their colleagues in school and assist them in the use of multimedia materials.
(b) Curriculum implementation is an continuing process which calls for an on-going evaluation of the materials. One way is to encourage interaction and dialogue among users (teachers and pupils) on how they adapt to the materials so that mutual adaptation or successful implementation of the curriculum materials will take place.
(c) The feasible use of multimedia materials is related to teachers' workload. This study indicates that teachers in small schools (enrolment of up to 800), which constituted 14 of the 28 sample schools, gained more from the materials, had better access to them and were more eager to upgrade their skills in the use of multimedia materials. The Report, "Towards Excellence in Schools" also favoured smaller enrolment and reduced teacher pupil ratio (Principals' Report, 1987, p20). Therefore, any step taken particularly to reduce enrolment and teacher-pupil ratio to a realistic minimum in the Singapore context should be welcome.
Date Issued
1987
Call Number
PE1068.S5 Sun
Date Submitted
1987