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    3 Issues Affecting The Implementation of KSSR

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    Afiq Azman
    The document discusses 3 main issues affecting the effective implementation of KSSR (Malaysian curriculum): 1) Barriers to integration of ICT such as lack of teacher confidence/competence, time constraints, and lack of effective training. 2) Excessive workload on teachers from increased administrative roles and data entry tasks. 3) Time constraints on teachers from balancing teaching duties with assessment requirements and other roles. Suggestions are made to address these issues through continuous professional development and introducing teacher assistants.

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    3 Issues Affecting The Implementation of KSSR

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    Afiq Azman
    983 views27 pages
    The document discusses 3 main issues affecting the effective implementation of KSSR (Malaysian curriculum): 1) Barriers to integration of ICT such as lack of teacher confidence/competence, time constraints, and lack of effective training. 2) Excessive workload on teachers from increased administrative roles and data entry tasks. 3) Time constraints on teachers from balancing teaching duties with assessment requirements and other roles. Suggestions are made to address these issues through continuous professional development and introducing teacher assistants.

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    Issues of KSSR.

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    3 Issues Affecting the Implementation of KSSR

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    The document discusses 3 main issues affecting the effective implementation of KSSR (Malaysian curriculum): 1) Barriers to integration of ICT such as lack of teacher confidence/competence, time constraints, and lack of effective training. 2) Excessive workload on teachers from increased administrative roles and data entry tasks. 3) Time constraints on teachers from balancing teaching duties with assessment requirements and other roles. Suggestions are made to address these issues through continuous professional development and introducing teacher assistants.

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    © All Rights Reserved
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    983 views27 pages

    3 Issues Affecting The Implementation of KSSR

    Uploaded by

    Afiq Azman
    The document discusses 3 main issues affecting the effective implementation of KSSR (Malaysian curriculum): 1) Barriers to integration of ICT such as lack of teacher confidence/competence, time constraints, and lack of effective training. 2) Excessive workload on teachers from increased administrative roles and data entry tasks. 3) Time constraints on teachers from balancing teaching duties with assessment requirements and other roles. Suggestions are made to address these issues through continuous professional development and introducing teacher assistants.

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    of 27

    3 Issues Affecting Effective

    Implementation of KSSR
    Alvin Chan, Celestina Tan, Chin Sheh
    Tsun
    TESLR1

    Barriers
    to
    integrati
    on of ICT

    Excess
    of
    workloa
    d

    Issu
    es
    Time
    constrai
    nt

    Barriers to Integration of
    ICT

    Advantages of ICT
    integration

    IC
    T
    ca
    n

    be used to present information


    in new ways which help
    students understand more
    readily.
    give students power to try
    different ideas and instill
    confidence in learners
    save money and time, which
    can improve the use of
    teachers time
    Murphy & Greenwood
    (1998)

    The act of integrating ICT


    into teaching and learning is
    a complex process and one
    that may encounter a
    number of difficulties. These
    difficulties are known as
    barriers. (Schoepp, 2005)

    Teacherlevel
    barriers

    Lack of teacher
    confidence
    Lack of teacher
    competence

    Barriers to
    integration
    of ICT

    Lack of time
    School-level
    barriers

    Lack of effective
    training
    Lack of accessibility

    Eurasia Journal of Mathematics, Science & Technology


    Education, 2009

    Lack of teacher confidence


    Teachers fear of failure
    Limitations in teachers ICT knowledge
    makes them feel anxious about using ICT
    in the classroom (Balanskat, 2006)
    In Bectas survey (2004), many of the
    teacher respondents who identified their
    lack of confidence as a barrier reported
    being particularly afraid of entering the
    classroom with limited knowledge in the
    area of ICT with their students knowing
    that this was the case.

    Lack of teacher competence


    Newhouse (2002), found that
    many teachers lacked the
    knowledge and skills to use
    computers and were not
    enthusiastic about the changes
    and integration of supplementary
    learning associated with bringing
    computers into their teaching
    practices.

    Figure: Location where teachers use


    computers

    International Journal of Academic Research in Progressive Education and


    Development, 2012

    Lack of time
    Time limitations and difficulty in scheduling
    enough computer time for classes
    Bectas study (2004), found that the problem
    of lack of time exists for teachers in many
    aspects of their work as it affects their ability
    to complete tasks, with some of the
    participant teachers specifically stating which
    aspects of ICT require more time. (locate
    Internet advice, prepare lessons, explore and
    practise using the technology, deal with
    technical problems, and receive adequate
    training)

    Lack of effective training


    Research by Cox et al. (1990a)
    showed that after teachers had
    attended professional development
    courses in ICT they still did not know
    how to use ICT in their classrooms
    The courses only focused on basic
    ICT skills and not on how to develop
    the pedagogical aspects of ICT.

    Lack of accessibility
    In Sicilias study (2005), teachers
    complained about how difficult it was to
    always have access to computers.
    Computers had to be booked in advance
    and they could not book them for several
    periods in a row
    Lack of ICT equipment and internet access
    is also one of the key problems that school
    specifically in rural areas are facing now

    Excess of Workload

    Excess of workload
    Workload can be thought of as excessive
    in a number of ways. If deadlines are
    often missed or the quality of work is not
    what it should be, this may indicate that
    workload is excessive.

    By Keil Centre, 2002

    Teachers roles
    1970s and 1980s
    Focus on teaching
    and learning.
    Execute
    curricular, cocurricular and coacademic
    activities.
    Manage little
    administrative
    work such as filling
    in the record
    books, report cards
    and so on.

    Current
    Focus on teaching and
    learning.
    Execute curricular, cocurricular and co-academic
    activities
    Plan strategies
    Write reports
    Key in of information online
    Do filing of documents
    Do post-mortems
    Analyse performance analysis
    Keep abreast of technology
    advancements especially ICT

    Interview responses:
    o National Union of the Teaching Profession (NUTP)
    secretary-general, Lok Yim Pheng said Along with
    heavier workload, our teachers need a lot of time to
    familiarise themselves with the system and the
    computer programmes they use for these purposes.
    o Lok also said regular school meetings between
    teachers and principals were at times unproductive,
    and called for more professional engagement.
    o These meetings should stick solely to the agenda,
    which unfortunately is not the case in many of our
    schools, as we have heard from teachers
    themselves, she said.

    Time Constraint

    Increased
    wokload

    4 components in KSSR:
    1. School assessment
    2. Psychometric assessment
    (aptitude and personality test)
    3. Physical activity assessment
    4. Sport and co-curricular activity

    More roles
    (teaching, coaching,
    managing)

    Time constraint
    (Ikhsan Othman, Norila Md Salleh & Nurul Aida Mohd

    Teachers Knowledge and Issues in the


    Implementation of
    School-Based Assessment: A Case of Schools in
    Terengganu

    Gopala Krishnan Sekharan Nair et al.,


    (2014)

    Informational-personal
    The results indicated that the
    respondents admit that their
    time, energy and commitments
    are very much in demand in the
    implementation of SBA.

    Management
    The tasks include filling, keying in
    data, planning for assessment, as
    well as managing students.
    The results revealed that the
    respondents agreed with the
    statement
    I do not know how to complete SBA
    tasks efficiently

    Interview response:
    I am a form teacher who teaches English. Im not only
    having to key in SBA marks. I have to key in sports
    data which is known as fitness test or Ujian Segak in
    Malay. Sometimes the server is really slow and it can
    really eat up your time. The job of keying in never ends as
    there is always something new to key in. I feel burdened
    when I have to deal with so much clerical work like
    keying in and sorting students data. I am also occupied
    with other things like being a mentor to my students.
    The schools or the education departments should make
    sure that the Information Communication Technology (ICT)
    facilities function well so that it would not take a teacher
    ages to finish the process of entering data.

    Based on the interview responses, it is clear


    that amount of work; especially clerical one
    that teachers need to carry out is
    overwhelming. Hence time to complete
    everything pose as one of the major
    factors that impede efficient
    implementation of SBA. This factor that
    somewhat impedes smooth implementation
    of SBA was also evident in the questionnaire.
    (Gopala Krishnan Sekharan Nair et al., 2014)

    Conclusion
    Barriers
    to
    integratio
    n of ICT
    Excess of
    Time
    workload constraint

    Suggestions for
    improvement
    Attend a continuous professional
    development in the three main
    components of teaching and learning
    process; content, pedagogy and
    assessment
    (Rohaya Talib et al., 2014)

    Make parents and teachers partners in


    the education of their children
    (Noorazam, 2011, cited in Gopala Krishnan Sekharan Nair et al., 2014)

    Introduce teacher assistant


    (Augustine, 2016)

    References
    Abdul Halim Mohamed, Raman, A. (2013). Issues of ICT Usage among Malaysian
    Secondary School Teachers. English Language Teaching. 6(9). 74-82.
    Ahmad Zabidi Abdul Razak, Hoque, K. E., Zohora, M. F. (2012). ICT Utilization among
    School Teachers and Principals in Malaysia. International Journal of Academic
    Research in Progressive Education and Development. 1(4). 17-34.
    Augustin, R. (2016, June 13). PAGE: Have Teaching Assistants to Relieve Workload.
    Free Malaysia Today. Retrieved from
    http://www.freemalaysiatoday.com/category/nation/2016/06/13/page-haveteaching-assistants-to-relieve-workload/
    Gopala Krishnan Sekharan Nair et al. (2014). Teachers Knowledge and Issues in the
    Implementation of School-Based Assessment: A Case of Schools in Terengganu.
    Canadian Centre of Science and Education, 10(3). doi:10.5539/ass.v10n3p186
    Ibrahim Mohammed Sani, Simin, G. (2015). Effectiveness of ICT Integration in
    Malaysian Schools: A Quantity Analysis. Internation Research Journal for Quality in
    Education. 2(8). 1-12.
    Ikhsan Othman, Norila Md Salleh & Nurul Aida Mohd Norani. (2013). The
    Implementation of School Based Assessment In Primary School Standard
    Curriculum. International Journal of Education and Research, 1(7). Retrieved from
    <http://www.ijern.com/journal/July-2013/20.pdf>

    References
    Jaginder Singh. (2016, May 17). Teachers Deserve More. New Straits Times
    Online. Retrieved from
    http://www.nst.com.my/news/2016/05/146099/teachers-deserve-more
    Khalid Abdullah Bingimlas. (2009). Barriers to the Successful Integration of
    ICT in Teaching and Learning Environments: A Review of the Literature.
    Eurasia Journal of Mathematics, Science & Technology Education, 5(3),
    235-245.
    Madinah Mohamad & Khair Mohamad Yusof. (2015, May 16). Repositioning
    Teachers to Their Core Duties. The Borneo Post Online. Retrieved from
    http://www.theborneopost.com/2015/05/16/repositioning-teachers-totheir-core-duties/
    Rohaya Talib et al. (2014). From Principle to Practice: Assessment for
    Learning in Malaysian School-Based Assessment Classroom. International
    J. Soc. Sci & Education, 4(4). Retrieved from
    http://ijsse.com/sites/default/files/issues/2014/v4-i4-2014-1/Paper-11.pdf
    Winifred, A. (2014, June 30). NUTP wants less paperwork, more time with
    students . Malay Mail Online. Retrieved from
    http://www.themalaymailonline.com/malaysia/article/nutp-wants-lesspaperwork-more-time-with-students

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