Model for Academic Essay Formatting

8/2/2019 Model for Academic Essay Formatting

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Table of Content1.0 Introduction ..................................................................................................... ...... 2

The Malaysian Teacher Standards ............................................................................ 2

1.2 Research Objectives and Research Questions ................................................. 3

2.0 Review of Literature ...................................................................... ........................ 4

2.1 The Imperative for Quality Teachers .................................................................. 4

2.2 Standards of Quality: The Malaysian Teacher Standards ................................. 5

2.2.1 Standard 2: Knowldege and Understanding .................................................. 6

2.2.2 Standard 3: Teaching and Learning Skills ..................................... ................ 6

3.0 Methodology. ...................................................................................... ............ ...... 7

3.1 Data collection and data analysis ...................................................................... 8

4.0 Findings and Discussion ........................................................................................ 8

4.1 Demographic Details ............................................................................. ............. 8

4.2 Option Lecturers Knowledge and Understanding of Subject Matter .................... 9

4.3 Option Lecturers Teaching and Learning Skills ............................................... 10

4.4 Comparison of Lecturer Efficacy By Options ..................................................... 11

5.0 Conclusion and Recommendations ...................................................................... 15


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A Survey Study of Undergraduate Option Lecturers Efficacyin IPG Kampus Gaya

The mediocre teacher tellsThe good teacher explains

The superior teacher demonstratesThe great teacher inspires

~ William Arthur Ward

1.0 IntroductionTeacher quality matters. Every child should have a talented teacher every year he or she is in

school. Our knowledge-based economy is creating tremendous competition for well-educated

people. Quality investment in teacher education will ensure quality teachers who will in turn

build up human capital and workforce for our future. Clearly, it is crucial that we provide quality

teaching and learning for our children.

In Japan and Singapore, the teaching profession is held in high regard (Clements, 1999). Top

students compete to enter the teaching profession, and there were incentives for experienced

teachers to help along younger colleagues to ensure teaching quality. As a result,

schoolchildren in those countries consistently outperform US schoolchildren on science and

math tests. On the other hand, a study by Ishak (2003) in SK Salarom Nabawan reported that

among the factors contributing to deteriorating education standards in the school was teacher

factor : teachers who lacked experience and who seldom guide their students. Clearly, a set of

principles for quality and effective teaching guiding teachers is an imperative to place the

nations education system to be at par with global standards and produce first class human

resources among Malaysians. In 2009, these guiding principles are for the first time spelt out in

the Malaysian Teacher Standards (Standard Guru Malaysia or SGM) document.

The Malaysian Teacher StandardsThe SGM 1 was launched on December 3 2009 by the Deputy Prime Minister Tan Sri Muhyiddin

Yassin (Bernama, 2009). He said that the SGM will be an important reference not just toproduce quality teachers but also to improve on policy, planning and development of the

national education system. It will serve as guidelines for teachers to develop teaching

professionalism, knowledge and understanding and high teaching and learning skills. By having

all these three important components teachers could reach a high level of competency and

1 Standard Guru Malaysia


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therefore discharge their duties effectively. Indeed, if the goals were to be achieved, then the

onus is on the lecturers in teacher training institutes to possess the requisite high teacher

standards to run quality teacher training programmes that would reach the desired target,

aspects of training and professional development (Bernama, 2009).

According to Education Deputy Director-General (General Professional Development) Datin

Asariah Mior Shaharuddin, teachers can take a self appraisal which will be a part of the

teaching standards, and gauge what level they are at.. (Chapman, 2009). This study is carried

out in IPG Kampus Gaya (Institut Pendidikan Guru Kampus Gaya , or Teacher Training Institute,

Gaya Campus), a branch campus of a teacher training institute to assess the level of its lecturer

efficacy based on the Malaysian Teacher Standards.

1.2 Research Objectives and Research QuestionsInstead of lecturer self-appraisal suggested by the Education Deputy Director-General

(Chapman, 2009), this study will gather the teacher trainees perceptions about their lecturers

efficacy. It was felt that teacher trainees who were directly trained by their subject lecturers

would possess a valid and reliable opinion about their level of efficacy based on the

requirements in standards 2 and 3 of the Malaysian Teacher Standards as follows:

Standard 2: Knowledge and Understanding: This standard includes the knowledge competency,

understanding of specialization subjects, education studies, curriculum and co-curricular skills

that a teacher should possess (BPG, 2009).

Standard 3: Teaching and learning skills. This standard focuses on the teaching and learning

skills and competencies that a teacher should possess (BPG, 2009) .

This study aims to study the teacher trainees views of their option subject lecturers knowledge

and understanding of subject matter and efficacy in terms their teaching and learning skills. The

research questions are:

1) How do teacher trainees view their lecturers mastery of subject matter?

2) How do teacher trainees view their lecturers efficacy in teaching and learning?

3) Is there any difference in the perception of lecturer efficacy based on the options?


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The underlying assumption of the above research questions is that whoever possesses and

master their subject matter as well as teaching and learning skills is able to develop teacher

professionalism, carry out their tasks and responsibilities efficiently and effectively, in addition to

being creative and innovative in their work.

2.0 Review of Literature

2.1 The Imperative for Quality TeachersRecent studies offered compelling evidence that confirms what educators have always known

the quality of a teacher is one of the most critical components of how well students achieve.

Studies in both Tennessee and Texas found that students who had effective teachers greatly

outperformed those who had ineffective teachers. In the Value-Added Assessment study in

Tennessee (Rivers & Sanders, 2002), Professor William Sanders found that that the single most

important variable in student academic progress was the quality of teaching. Findings indicated

that for American students scoring in the lowest quartile in fourth-grade math, the probability of

passing an eighth-grade-level test (required for high school graduation) ranged from 15 to 60

percent as a function of the sequence of teachers and how effective they were. Students in this

achievement group experiencing four teachers of average effectiveness had a 38 percent

probability for passing the test. Students with highly effective teachers for three years in a row

scored 50 percentage points higher on a test of math skills than those whose teachers were

ineffective. The most startling finding was that the residual effects of teachers (both effective

and ineffective) were still measurable two years later, despite the effectiveness of teachers in

later grades. Whether a child was two years behind, in an inner city school, or a just slow

learner, it was clear that a good teacher had the power to make all the difference in his

achievement.

Another study by Stanford University (Elizabeth, 2003) concluded that the best predictor of

student performance on national tests was the percentage of high-quality teachers they had --

teachers who had majored in the subjects they taught and were properly certified. Low

achieving students were the first to benefit from effective teaching, but top level teachers also

facilitated gains for students of all achievement levels. Hanushek (2002), in his study on teacher

performance, reported that having three years of good teachers (85th percentile) in a row would


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overcome the average achievement deficit between low-income kids and others. In other words,

high quality teachers could make up for the typical deficits that we see in the preparation of kids

from disadvantaged backgrounds. Therefore, teacher quality is an imperative for our countrys

education. The Malaysian Teacher Standards is the latest effort to ensure quality teachers in

our education system.

2.2 Standards of Quality: The Malaysian Teacher StandardsBajunid (Star, 2007) asserts that in order to foster intellectual capabilities in students, teachers

need to have an intellectual character. The Malaysian Teacher Standards (Figure 1) is a

reference document that specifies the required intellectual and professional competencies that

should be achieved by a teacher. It also states the necessary aspects of training to be carried

out by teacher training institutes in order for teachers to achieve standards of quality.

Figure 1 Components of Malaysian Teacher Standards (BPG, 2009)

This document is recommended to be used by teacher educators in Teacher Training Institutes

to:

i. Carry out self-reflection on the level of standard achieved

ii. Determine the necessary aspects of professional self-development

iii. Determine the level of standards achieved by the students

iv. Determine the strategies to be employed to improve the teacher trainees level of achievement


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This study was a proactive step in initiating an assessment of the lecturers level of competency

in the institution based on standards 2 and 3 of the SGM. The findings will be fed back to the

lecturers who can then plan and take the relevant steps to ensure they can meet the teaching

standards (Chapman, 2009) As the largest teacher training institute in the country, the

organization would need to set the benchmark for quality teacher trainers in the country andendure that our education excellence is continuously enhanced. Details of standards 2 and 3 of

the SGM are as follows:

2.2.1 Standard 2: Knowldege and UnderstandingTeachers who master the subject matter content will develop teacher professionalism, carry out

their duties efficiently and effectively, and are creative and innovative. The fields of knowledge

to be mastered by teachers are as follows (BPG, 2009):

S2.1 The philosophy, aims and objectives of education that are the key thrusts of teaching and learning.S2.2 The philosophy, aims and objectives of the educational curriculum, co-curriculum,learning outcomes as well as teaching and learning requirements of the subject being taught.S2.3 Subject matter content.S2.4 Pedagogical content knowledgeS2.5 Information and Communications Technology (ICT), media and educational resources inimplementing the curriculum and co-curriculum.S2.6 Strategies to create conducive learning environments.S2.7 Assessment and evaluation methods, and action research to improve the teaching and learning practices.S2.8 Student potential, and ways to develop the individual wholistically and integrally.

2.2.2 Standard 3: Teaching and Learning SkillsThis standard focuses on the teachers ability to plan, implement and evaluate academic and

co-curricular activities. The necessary skills of the teachers are as follows (BPG, 2009):

S3.1 Skills in planning teaching and learning based on the syllabus and schedule, taking intoconsideration differences in student abilities, background knowledge and expected achievement.S3.2 Skills in implementing teaching and learning, using a variety of approaches, methods and techniques and integrating thinking skills, learning skills, ICT skils, facilitator skills and evaluation and assessment skills, as well as evaluating teaching and learning effectiveness withthe aim towards improving teaching and student achievements.S3.4 Classroom management skills, including managing human relationships, time, space and resources to achieve meaning and effective teaching and learning.


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3.0 Methodology.In this study, the research method was descriptive in nature. A survey research design was

used. Survey research in education involves the collection of information from members of a

group of teacher trainees, which can be analysed and patterns extracted and comparisons

made, and the analysis of this information is to explain important education issues (Rosier,1988:107; Bell, 1993:10). A survey seeks to gather data at a particular point in time with the

intention of describing the nature of existing conditions (Cohen & Manion, 1994:83).

Sampling for this survey study is drawn from the PISMP ( Program Ijazah Sarjana Muda

Perguruan , or Bachelor of Teachership Program) group of teacher trainees in IPG Kampus

Gaya. There were in total 314 PISMP students spanning four different semesters Semester

1(105 students), Semester 3 (79 students), Semester 5 (57 students) and Semester 7 (73

students). IPG Kampus Gaya offered five different options of specialization to these students:

Mathematics, Bahasa Melayu (Malay Language), Chinese Language, Physical Education, and

Remedial Education.

The technique for data collection for this survey involved self-completion questionnaires by the

respondents. Questionnaire is the most widely used technique in surveys (de Vaus,1991:80).

Being highly structured where each respondent answered the same set of questions, it can be

administered relatively cheaply through the post. Questionnaires also provide a very efficient

way of allowing systematic recording of item by case matrix (de Vaus, 1991:80). They also

allow coverage of a large, representative sample in a cost-effective manner (de Vaus,1991:105).

A questionnaire was used to obtain feedback from the survey. Questionnaires provide a very

efficient way of allowing systematic recording of item by case matrix (de Vaus, 1991:80). They

also allow coverage of a large, representative sample in a cost-effective manner (de Vaus,

1991:105). The questionnaire was divided into 3 sections:

A. Demographic details

B. Section B required the respondents to assess their option subject lecturers mastery of knowledge in their field of expertise. The questionnaire items followed very closely the detailedrequirements of standard 2 of the SGM document (BPG, 2009), as explained in the precedingsection.

C. Section C required the respondents to assess their option subject lecturers level of skillsin planning, implementing and assessment of academic teaching and learning. The


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questionnaire items followed very closely the detailed requirements of standard 3 of the SGMdocument (BPG, 2009), as explained in the preceding section.

In this questionnaire, lecturers teaching and learning skills include their ability to plan,

implement and evaluate their academic teaching and learning duties. This component ,

including the lecturers knowledge and understanding of subject matter, would determine the

level of competencies achieved by the lecturers in this institute. Responses were based on a 4

point rating scale ranging from 1 = strongly disagree to 4 = strongly agree. The responses to

the questionnaire were collated and analysed for answers to the research questions.

3.1 Data collection and data analysisThe questionnaires were randomly distributed to the PISMP students in IPG Kampus Gaya , with

explanation about the aim of the survey and instructions on how to mark the responses. The

completed questionnaires were collected back within the next few days.

Data was analysed with SPSS to obtain the descriptive scores for the questionnaire items and

to make the summated variable of the constructs regarding teacher trainees views on lecturers

level of knowledge and understanding, as well as their level of skills in implementing teaching

and learning. Descriptive analysis would show the mean score and standard deviation for each

item and construct and allow writing description of the data. Descriptive data analysis would

enable identification of group characteristics. Tests comparing mean scores between differentoptions of respondents and other variables were also performed.

The reliability score for all the scale items was Cronbach Alpha .975, which means that the

instrument can be considered excellent and the findings very reliable. The reliability score for

each construct will be displayed at each respective table. The results of the data analyses are

visually presented in the following sections in tables or figures.

4.0 Findings and Discussion

4.1 Demographic Details Altogether 254 respondents (male = 100, female = 152, missing = 2) from various groups and

options returned the completed questionnaires (Table 1). 94 (37%) of the respondents were

from the Mathematics option; 56 (22%) from the Bahasa Malaysia option, 28 (11%) from the


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Chinese Language option, 38 (15%) from the Remedial Studies option, and 36 (14.2%) were

from the Health Education option. These made up the students from Semester 1 (n = 95,

37.4%), Semester 3 (n = 57, 22.4%), Semester 5 (n = 53, 20.9%) and Semester 7 (n = 43, 16.9

%).

Table 1 Respondents by Semester and Options

Semester Total

Option Semester 1 Semester 3 Semester 5 Semester 7Matematik 27 18 19 28 92

Bahasa Melayu 19 20 15 54 Bahasa Cina 11 17 28

Pemulihan 19 19 38 Pendidikan

Jasmani19 17 36

N = 95 57 53 43 248 Missing 6

Total 254

4.2 Option Lecturers Knowledge and Understanding of Subject Matter This section answers the research question How do teacher trainees view their lecturers

mastery of subject matter? Respondents strongly agreed that the lecturers in IPG Kampus

Gaya has mastered their knowledge and understanding of their subject matter (overall mean =

4.196, Table 2). The teacher trainees strongly agreed that their option lecturers have mastered

their subject matter (mean = 4.27) and curriculum knowledge (mean = 4.21), in addition to

demonstrating mastery of action research to improve teaching and learning (mean = 4.24).

Table 2 Lecturers Knowledge and Understanding of Subject Matter

No. Skills Mean StandardDeviation

1. Master pedagogical content knowledge. 4.20 .702

2. Master subject matter 4.27 .636

3. Implement teaching and learning effectively 4.19 .681

4. Implement teaching and learning innovatively 4.07 .764

5. Master the philosophy, aims and objectives of the educationalcurriculum4.21 .674

6. Demonstrate mastery of strategies to create conducive learningenvironments4.16 .745


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7. Demonstrate mastery of assessment and evaluation methods toimprove teaching and learning4.20 .691

8. Demonstrate mastery of action research to improve teachingand learning4.24 .702

9. Demonstrate ability to develop the students potential. 4.22 .727

Summated Mean 4.1964 .61433

Cronbac alpha = .9618

In addition, respondents strongly agree that the option lecturers demonstrated mastery of action

research to improve teaching and learning (mean = 4.24). According to Bajunid (Star, 2007),

what is important is we need to continuously conduct education research if we are to maintain

the standards of teacher development in the country. Then we would possess the required

human resources to train and ensure that every teacher in our country possess the components

of teacher standards.

4.3 Option Lecturers Teaching and Learning SkillsThis section answers the research question How do teacher trainees view their lecturers

efficacy in teaching and learning? Respondents strongly agree that the Institute option

lecturers possess teaching and learning skills (overall mean = 4.21). The highest mean (4.27)

was their ability to plan teaching and learning based on curriculum requirements (Table 3). This

comes as no surprise as the curriculum implementation in the institute is based on the principles

of MS ISO 9001 and the quality assurance criteria of the Malaysian Qualifications Framework.

Table 3 Lecturers Teaching and Learning Skills


1. Plan teaching and learning based on curriculum requirements 4.27 .637

2. Consider individual differences in implementing teaching and learning 4.19 .702

3. Use a variety of approaches and strategies in teaching and learning 4.20 .6674. Integrate thinking skills in teaching and learning 4.23 .649

5. Integrate learning skills in teaching and learning 4.19 .653

6. Integrate ICT in teaching and learning 4.18 .658

7. Integrate facilitator skills in teaching and learning 4.20 .667

8. Integrate assessment and evaluation skills in teaching and learning. 4.17 .668


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9. Monitor lesson effectiveness for continuous student improvement 4.21 .741

10. Possess classroom management skills 4.23 .686

Overall Mean 4.2067 .58200

Cronbach alpha = .9623

4.4 Comparison of Lecturer Efficacy By OptionsThis section answers the research question: Is there any difference in the perception of lecturer

efficacy based on the options? The PISMP programs offered in IPG Kampus Gaya were for the

following subjects: Mathematics, Bahasa Malaysia, Chinese Language, Remedial Education

and Physical Education. In order to ascertain if there was any difference in the perception of

lecturer efficacy by options, a comparison of the various means was performed. Prior to that, a

test of normality (Table 4) was executed to determine the nature of the various option groups.

Apart from Remedial Education (p = .093) and Physical Education (p = .076) option groups with

regards lecturers teaching and learning skills, it was concluded that all other groups were not

normally distributed (p .05). Therefore, the assumption of normality has not been met for this

sample. A parametric test like One-way Anova would not be suitable.

.

Table 4 Tests of Normality

Competency Options Kolmogorov-SmirnovStatistic df Sig. Shapiro-WilkStatistic Df Sig.

Teaching andLearning Skills

Matematik .184 93 .000 .925 93 .00

0BahasaMelayu

.246 56 .000 .835 56 .00

0Bahasa

Cina.230 28 .001 .812 28 .

000

Pemulihan .107 38 .200 .951 38 .09

3Pendidikan

Jasmani.159 36 .021 .946 36 .

076

Mastery of Content andKnowledge

Matematik .113 93 .005 .945 93 .00

1BahasaMelayu

.221 56 .000 .816 56 .00

0Bahasa

Cina.177 28 .024 .881 28 .

00


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Competency Options Kolmogorov-SmirnovStatistic

df Sig. Shapiro-WilkStatistic

Df Sig.

4Pemulihan .128 38 .118 .933 38 .

026

Pendidikan

Jasmani

.173 36 .008 .918 36 .

011

Instead, the Kruskal Wallis test was performed. Kruskal-Wallis Test is used when assumptions

of ANOVA are not met. The Kruskal-Wallis test is a nonparametric method of testing the

hypothesis that several populations have the same continuous distribution versus the alternative

that measurements tend to be higher in one or more of the populations. The samples in this

study were taken randomly and independently of each other. All sample sizes are at least 10 if k

= 5. The boxplots (Figures 2 & 3) indicated that they have approximately the same shape.

Therefore the Kruskal Wallis test may proceed.

23638285694N =

Opsyen

9

Pendidikan Jasmani

Pemulihan

Bahasa Cina

Bahasa Melayu

Matematik

K N A N D U N D

5.5

5.0

4.5

4.0

3.5

3.0

2.5

2.0

1.5

140

149

Figure 2 Boxplot for test on Mastery of Content and Knowledge


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23638285693N =

Opsyen

9

Pendidikan Jasmani

Pemulihan

Bahasa Cina

Bahasa Melayu

Matematik

T N L

5.5

5.0

4.5

4.0

3.5

3.0

2.5

Figure 3 Boxplot for test on efficacy of Teaching and Learning Skills

The test indicated differences (sig. = .003, p-value 0.05) in terms of lecturers mastery of

content and knowledge by options. At the = 0.05 level of significance, there exists enough

evidence to conclude that there is a difference of lecturer efficacy in mastery of content

knowledge among the six options based on the respondent scores (Table 4).

Table 5 Kruskal Wallis Test for Mastery of Content and Knowledge

Opsyen N Mean RankKNANDUN

DMatematik 94 113.48

Bahasa Melayu 56 145.34Bahasa Cina 28 144.25

Pemulihan 38 107.93Pendidikan Jasmani 36 136.97

Total 252Chi-Square 11.965

df 4 Asym p. Sig. .018

The test also indicated that there are differences (sig. = .018, p-value 0.05) in terms of

lecturers efficacy of teaching and learning Skills by options. At the = 0.05 level of significance,


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there exists enough evidence to conclude that there is a difference of lecturer efficacy in

teaching and learning among the five options based on the respondent scores (Table 5).

Table 6 Kruskal Wallis Test for lecturer efficacy in teaching and learning

Opsyen N Mean RankTNL Matematik 93 112.16

Bahasa Melayu 56 146.55Bahasa Cina 28 157.02

Pemulihan 38 107.46Pendidikan Jasmani 36 125.22

Total 251Chi-Square 15.984

df 4 Asymp. Sig. .003

Among the five options, the Chinese Language option lecturers were rated most efficacious interms of mastery of content and knowledge (mean = 4.35) and teaching and learning skills

(mean = 4.48), with the Malay Language option lecturers rated the next highest at a mean of

4.35 for content and knowledge and a mean of 4.37 for teaching and learning skills. This was

followed by the Physical Education option lecturers, the Mathematics option lecturers and finally

the Remedial options lecturers (Table 6).

Table 7 Lecturer Efficacy Among the six options

Opsyen Mastery of Content andKnowledge Teaching and LearningSkillsBahasa Cina Mean 4.35 4.48

N 28 28

Std. Deviation 0.53 0.50

Bahasa Melayu Mean 4.35 4.37

N 56 56


Pendidikan Jasmani Mean 4.29 4.23

N 36 36


Matematik Mean 4.08 4.09

N 94 93


Pemulihan Mean 4.04 4.04

N 38 38


Total Mean 4.20 4.21


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OpsyenMastery of Content and

KnowledgeTeaching and Learning

SkillsN 252 251


5.0 Conclusion and RecommendationsThe teacher training program in the Institutes play a crucial role in ensuring that teachers meet

the Malaysian Teacher Standards. The success of the teacher training program depend largely

upon the quality and competencies of the lecturers who run the programs. The review of

literature (Rivers & Sanders, 2002; Elizabeth, 2003; Hanushek, 2002) in the preceding section

has established that the quality of a teacher is one of the most critical components of how well

students achieve. The PISMP students in the IPG Kampus Gaya strongly agreed that the

lecturers in the Institute were competent in their subject matter and teaching and learning skills.

This indicate that the PISMP students from IPG Kampus Gaya should be competent teachers

who will meet the requirements of the Malaysian Teacher Standards 2 and 3.

In recent years and with the upgrade of teacher training to institute status teacher education has

been redefined and redesigned, with a multi-pronged approach adopted. The institutes focus on

quality service based on the MS ISO 9001 and the Malaysian Qualifications Framework may

have contributed to the achievement of quality and competent lecturers.

In the process of continuous improvement, there is always a need for always improving

infrastructure and infostructure of the organization. The problem of lack of infrastructure can be

an impediment to achieving the objectives of the SGM. The Deputy Prime Minister had said the

government was aware of the problem and was overcoming it in stages and continuously

(Chapman, 2009). He admitted that a teachers achievements could be influenced by the

problem of school infrastructure and said the focus on minimising the effect, including in Sabah

and Sarawak, would be done under the 10th Malaysia Plan (Chapman, 2009). Such effort is not

just related to the SGM but would also reduce the gap between rural and urban schools.

The value-added assessment from the novice teachers perspective regarding their lecturersability to bring about student teachers achievement aims to solve the problems of uncertainty

and bias in the assessment of teacher competence by observing the criterion of teacher

effectiveness instead of its fallible predictors based on self-assessment. It defines teacher

quality as the demonstrated ability to increase student achievement based on the stakeholders

definition, reflected in the student teachers responses. With value-added assessment, policy


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makers would no longer be dependent on test scores and subjective interpretations that

embody a hidden set of educational priorities. Instead, they would, in effect, stipulate the

meaning of teacher effectiveness and teacher-training effectiveness in a way that is aligned with

the stakeholders educational priorities. In order to understand the differences in lecturer

efficacy, further in-depth studies may focus on the stakeholders perception according to their various options and semesters.

Malaysia aims to be among the best countries for education. In this respect all teacher training

institutes in the country have a role to continuously strive to improve the competency and quality

of their lecturers. Bajunid (Star, 2007) observed that teacher training is about content and

method and suggested that we emulate Singapore which redirected the focus of teacher

education from curriculum to pedagogy . The SGM is a comprehensive guide for quality

teacher education and will be a good reminder for us to maintain standards in teaching. Future

developments should be aimed at boosting pre-service teacher education and ensuring that all

new teachers have the not only the pedagogical expertise but also the subject knowledge they

need to prepare them for the broader demands of being teachers.


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List of Tables

Table 1 Respondents by Semester and Options...........................................................9

Table 2 Lecturers Knowledge and Understanding of Subject Matter............................9

Table 3 Lecturers Teaching and Learning Skills........................................ ............ ....10

Table 4 Tests of Normality.........................................................................................11

Table 5 Kruskal Wallis Test for Mastery of Content and Knowledge............................13

Table 6 Kruskal Wallis Test for lecturer efficacy in teaching and learning..................14

Table 7 Lecturer Efficacy Among the six options.................................... ............ .......14


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Table of Figures

Figure 1 Components of Malaysian Teacher Standards (BPG, 2009)............................5

Figure 2 Boxplot for test on Mastery of Content and Knowledge................................12

Figure 3 Boxplot for test on efficacy of Teaching and Learning Skills.........................13

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Model for Academic Essay Formatting