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EDU 702

RESEARCH METHODS IN EDUCATION

RESEARCH PROPOSAL:
TEACHERS PERCEPTION ON ASSESING PUPILS

ORAL SKILL (READING ALOUD) IN RURAL


PRIMARY SCHOOL.

NOORHANANI BT MAMAT @ MUHAMMAD


(2012599003)

CHAPTER 1:
INTRODUCTION

BACKGROUND OF THE STUDY

Reading aloud

A planned oral reading of a book or printed literary composition,


usually related to a theme or topic of the learnt lesson (The
Elementary Science Integrations Projects, 2010).

Important

Engage the student listener while developing background knowledge,

Increasing comprehension skills,

Fostering critical thinking.

BACKGROUND OF THE STUDY

Assessment is the process of gathering, recording, interpreting, using and

reporting information about a childs progress and achievement in developing


knowledge skills and attitudes (NCCA, 1990)

The importance of reading aloud assessment

Ensure the comprehension

Measure a student's strengths and weakness in pronunciation

Confirm whether that student is gifted

Help students to find out about their weaknesses

PROBLEM STATEMENTS

Issues of assessing the reading aloud skill,

Many of the teachers in rural primary school did not


assess pupils enough in oral skill especially in reading

aloud.

They just give mark to pupils without assessing it.


Teacher have indicated negative feelings towards the

school-based oral English assessment(Weir, 1994)

Time consuming.

RESEARCH OBJECTIVES

To investigate teachers perception on assessing pupils oral skill

proficiency in reading aloud in rural primary school.

To identify differences of teachers perception on assessing


pupils oral skill proficiency in reading aloud in rural primary
school in terms of teachers years of teaching experiences and
level of educations.

To explore factors that contributes to teachers perception on


assessing pupils oral skill proficiency in reading aloud in rural
primary school.

RESEARCH QUESTIONS

What are teachers perceptions toward assessing pupils oral skill

proficiency in reading aloud in rural primary school?

Are there any differences in teachers perceptions toward reading aloud


assessment between teacher with less than five years teaching experiences
and teacher with more than five years teaching experiences?

Are there any differences in teachers perceptions toward reading aloud


assessment between teacher with different level of education (Diplomas,
Degrees and Master)?

What are the factors that contribute to teachers perception assessing


pupils oral skill proficiency in reading aloud in rural primary school?

SIGNIFICANTS OF THE STUDY

Important to find out

Whether teaching experience and level of education affect oral skill assessment

Teachers awareness of the problem

Other contributed factors

The solutions

Benefited

Teachers, Students and Ministry of Education (Districts/ State Education Officer)

LIMITATIONS OF THE STUDY

Limitation in time and cost

Study will be conducted in District Besut, Terengganu only

Inadequate of English-option teacher

Difficulties in contributing the questionnaires

Samples readiness in participating

OPERATIONAL DEFINITIONS

Oral skill

Reading aloud

Assessment

Educational Assessment

Perception

CHAPTER 2 :
LITERATURE REVIEWS

LITERATURE REVIEWS

Perceptions On Reading Aloud

Perceptions On Assessment
Reading
Oral

Aloud In Oral Assessment

Assessment In Rural Primary School

CHAPTER 3:
RESEARCH METHODOLOGY

RESEARCH DESIGN

Descriptive case study

Mixed Method

Quantitative Method Design

Information on the background of the samples; teachers


experiences of teaching (< 5 years, 5 years or > 5 years) and
their level of education (diploma, degree or master)

Qualitative Method Design

Information on teachers perspective

POPULATION AND SAMPLING

Quantitative

Cluster Random Sampling

80-120 samples from 30 primary school in Besut District, Terengganu

Option-English teachers

Qualitative

Purposive sampling

12 samples

Criteria- teaching experience (>5 years, 5 years, > 5 years) and level of teachers
education (Diploma, Degree, Masters)

INSTRUMENTATIONS

Quantitative data

Questionnaire Form

The participants (teacher) background on its years of teaching experience and their level of
education

Frequency on conducting the oral skill assessment and other skills assessment

Qualitative data

Interview

Views, the experience, belief and/or motivation of the participants in specific manner
regarding to their perspective on assessing oral skills especially in reading aloud

VALIDITY AND RELIABILITY

Criterion-Related Validity.
Concurrent validity

Inter-rater reliability

DATA COLLECTION

Questionnaire Form

Submit to 30 school to get 80-120 samples

Will be collected in fortnight

With permission from the School Head of English Panitia

Interview

12 samples in separate interview

15-20 minutes

Semi-structured questions- Recorded by audio recorder tools

DATA ANALYSIS

Quantitative data
Compile the data on an Excel spreadsheet and SPSS.
Interpret the data on answering each questions.
Draw conclusions

Qualitative Data
Constant comparative method
Use critical thinking to synthesize the data
Examine the interviews for the teachers insights
Utilize the data from the interviews to corroborate with
the findings with other data sources.

Q&A
Thank you
for your
attention