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Assessment of the lower secondary Chinese language syllabus among teachers

Assessment of the lower secondary Chinese language syllabus among teachers The study was conducted based on the conceptual framework of CIPP to evaluate teachers' view on Chinese language syllabus at lower secondary schools in Selangor State, Malaysia. The study involved 111 teachers from Chinese schools from different backgrounds. Questionnaires were used as the research instruments and research questions used Likert scale as the measurement. The results showed the students in NTSS appreciate the aesthetic values better in the process of teaching and learning of Chinese language, but the students at NSS performed better in interpersonal skills and maintaining the skills of information. Three hours was not sufficient for teaching Chinese language for the teachers. The results of t-test showed no significant differences in views between the teachers from NSS and NTSS in their assessment of the syllabus. Teachers recommended that they should be given more opportunities in curriculum planning and that the syllabus objectives should be summarised. Keywords: context, input, process, and product; CIPP; Chinese language; syllabus; secondary schools; teachers. Reference to this paper should be made as follows: Chew, F.P. and Yong, C.H. (2015) `Assessment of the lower secondary Chinese language syllabus among teachers', Int. J. Applied Systemic Studies, Vol. 6, No. 2, pp.103­120. Biographical notes: Fong http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Applied Systemic Studies Inderscience Publishers

Assessment of the lower secondary Chinese language syllabus among teachers

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Publisher
Inderscience Publishers
Copyright
Copyright © 2015 Inderscience Enterprises Ltd.
ISSN
1751-0589
eISSN
1751-0597
DOI
10.1504/IJASS.2015.072464
Publisher site
See Article on Publisher Site

Abstract

The study was conducted based on the conceptual framework of CIPP to evaluate teachers' view on Chinese language syllabus at lower secondary schools in Selangor State, Malaysia. The study involved 111 teachers from Chinese schools from different backgrounds. Questionnaires were used as the research instruments and research questions used Likert scale as the measurement. The results showed the students in NTSS appreciate the aesthetic values better in the process of teaching and learning of Chinese language, but the students at NSS performed better in interpersonal skills and maintaining the skills of information. Three hours was not sufficient for teaching Chinese language for the teachers. The results of t-test showed no significant differences in views between the teachers from NSS and NTSS in their assessment of the syllabus. Teachers recommended that they should be given more opportunities in curriculum planning and that the syllabus objectives should be summarised. Keywords: context, input, process, and product; CIPP; Chinese language; syllabus; secondary schools; teachers. Reference to this paper should be made as follows: Chew, F.P. and Yong, C.H. (2015) `Assessment of the lower secondary Chinese language syllabus among teachers', Int. J. Applied Systemic Studies, Vol. 6, No. 2, pp.103­120. Biographical notes: Fong

Journal

International Journal of Applied Systemic StudiesInderscience Publishers

Published: Jan 1, 2015

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