1. EDU 702
RESEARCH METHODS IN EDUCATION
RESEARCH PROPOSAL:
TEACHER’S PERCEPTION ON ASSESING PUPIL’S
ORAL SKILL (READING ALOUD) IN RURAL
PRIMARY SCHOOL.
NOORHANANI BT MAMAT @ MUHAMMAD
(2012599003)
3. 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.
4. BACKGROUND OF THE STUDY
“Assessment is the process of gathering, recording, interpreting, using and
reporting information about a child’s 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
5. 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.
6. 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.
7. 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?
8. 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)
9. 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
12. LITERATURE REVIEWS
Perceptions On Reading Aloud
Perceptions On Assessment
Reading Aloud In Oral Assessment
Oral Assessment In Rural Primary School
14. 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
15. 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)
16. 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
18. 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
19. 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.
