Available online at www.sciencedirect.com
ScienceDirect Procedia - Social and Behavioral Sciences 172 (2015) 398 – 404
Global Conference on Business & Social Science-2014, GCBSS-2014, 15 &16 December 2014, Kuala Lumpur
The development of science knowledge indicators among indigenous pupils Nur Bahiyah Abdul Wahaba,*, Maryati Mohamedb, Mohd. Zairi Husainc , Mohd. Najib Harond ,a ,b,c
Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, 86400, Malaysia d Education District Officer, Johor Bahru, Johor, 86400, Malaysia
Abstract
There are two main objectives of this study, first is to establish the criteria of science knowledge among indigenous pupils as well as getting reliability for the criteria set. The reliability of the six criteria and 24 dimensions that were established for science knowledge among indigenous pupils were tested using quantitative approach. To get the reliability for these criteria, cognitive test were distributed to 31 indigenous pupils. The findings of the Kappa coefficient value was 0.96, which showed a very good agreement. Responses analyzed using Rasch Model approach came out with Alpha Cronbach values of 0.98 for the criteria formed. © byby Elsevier Ltd.Ltd. This is an open access article under the CC BY-NC-ND license © 2015 2015The TheAuthors. Authors.Published Published Elsevier (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of GLTR International Sdn. Berhad. Peer-review under responsibility of GLTR International Sdn. Berhad. Keywords: science; competency; criteria; knowledge; indigenous pupils
1. Introduction The aspirations of the curriculum transformation created by the Ministry of Education is taking into account the participation of minorities in Malaysia, including indigenous pupils (Ministry of Education 2012 a). The Ministry of Education in collaboration with the Department of Indigenous Development (JAKOA) is increasing its efforts to improve the educational attainment of indigenous pupils. However, review on the efforts and the provision of
* Corresponding author. Tel.: +6012-9366796; fax: +607-4536337. E-mail address:
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1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of GLTR International Sdn. Berhad. doi:10.1016/j.sbspro.2015.01.389
Nur Bahiyah Abdul Wahab et al. / Procedia - Social and Behavioral Sciences 172 (2015) 398 – 404
development as aid channelled to the indigenous communities shows that they still did not give a significant change, especially in the field of education. The formation of Science Knowledge Indicator among indigenous pupils is part of the ongoing research efforts to improve the competence of indigenous pupils. This is in line with the findings that indicate that science can stimulate curiosity and develop the interest of pupils about the world around them (Ministry of Education 2012b). According to Schneider (2010) and Nordin and Lin (2007), the Science subject requires children to make inquiry and discovery that stimulates pupils to explore the environment, to experiment and learn new skills with passion and interest. Strength in science would be able to foster interest among indigenous pupils to enhance their competencies in the field of education. This opinion is supported by Ma'rof and Sarjit (2008) stating indigenous children really enjoy the nonformal education which offers the freedom to do challenging activities especially those involving the environment. Moreover, the emotional and physical experience while learning will lead to value–related and feeling related valences that able to motivate children learning environment (Larsen and McGraw 2011). The learning culture that emphasizes quality will be able to increase indigenous pupils’ competency in the aspect of knowledge, which encourages for the implementation of this study. 2. Problem background Ministry of Education and JAKOA have taken steps carefully planned along with a large budget to enable them to receive education and work. However, we often heard issues or stereotypes in an indigenous community as the less developed and backward community (Ma'rof and Sarjit, 2008). Although many programs have been carried out by the school, the Parent Teacher Association (PTA) and JAKOA, indigenous children are less interested in continuing their education. String, the achievement of indigenous children still does not reach the expected level. According to Henderson (1987) supported by Hill et al. (2004) and Jeynes (2007), a positive learning environment at home has a powerful impact on children achievement. Education is something that is taken lightly for indigenous communities (Ahmad and Mohd. Jelas 2009). According to them, most indigenous parents do not care for the presence of their children to school, let alone monitor their performance. This is persisted by the tenet of indigenous parents where, despite not having a high education, life can persist and be pursued without a hitch. In addition, parents' education level also affects the low academic achievement of indigenous children (Aaron 2003). This is because they cannot help their children in their studies. This opinion was supported by Fauzi (2010) where the educational level of parents affects their development and education of their children. A preliminary study conducted by Hassan, Shaharudin and Aziz (2001) and Khan (1987) concurred that the disinterest among indigenous pupils in attending schools is due to the difficulties in understanding learning, less interested in the work of the school and failure factors in a particular subject. Disinterest in attending school that lead to learning behaviors were found to mediate the effect of behavior problems (Escalon and Greenfield 2009). This opinion is also shared by Ma'rof and Sarjit (2008), which explains the factors leading indigenous pupils to be less competent in terms of knowledge to render them not to attend school due to the difficulty in growing interest and learning culture, lack of motivation and enthusiasm to go ahead and facing difficulties to comprehend the lessons. Shaari, Yusoff, Ghazali and Dali (2011) in their study found reasons why indigenous pupils have not mastered the lessons taught by the teachers because they forget easily. This is due to their low memory. In addition, Borhan (1981) also noted the performance and low academic achievement is due to indigenous pupils who do not study hard and do not see the future beyond the classroom barriers. Learning practice that emphasizes on the quality and enhancing the competency of indigenous pupils especially in knowledge aspect leads to the implementation of the study. Therefore, the objectives of this study were: x to develop the criteria for science knowledge among indigenous pupils x to acquire the reliability for each established criteria of science knowledge 3. Methodology In order to retrieve the science knowledge criteria for indigenous pupils, a qualitative approach was conducted using document analysis and expert protocol interview. Document analysis is conducted by the researchers to identify
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key criteria that shape scientific knowledge of indigenous pupils. According to Hassan (2012), document review methods are the most appropriate tool to collect information in a qualitative study. This opinion is supported by Sang (2009) that provide further clarification on the materials and resources that can be used as a document to analyse and interpret data, such as journals, books, scientific papers and review of the literature. Expert interview’s data were analysed manually using the frequency matrix table. Cohen's Kappa reliability analysis used to determine the index of overall agreement obtained criteria. The coefficient of agreement is calculated using the formula introduced by Cohen's Kappa (1960). Formula is as follows: K = (fa-fc) / (n-fc) where, K is the coefficient fa is the unit agreement fc is the possibility that the unit is set at the level of fifty percent N is the number of transcription units or construct in testing the consent. The science knowledge criteria established will be tested for reliability using a quantitative approach. The instrument designed is cognitive test in order to measure the aspects of indigenous pupils’ scientific knowledge. This instrument has been distributed to 31 indigenous pupils in Johor. Responses were analysed using the Rasch model approach through Winstep software. 4. Findings and discussion 4.1. Document analysis for indigenous pupil’s knowledge criteria Through document analysis, the researcher obtained data findings as summarized in Table 1. This data is based on the findings of previous researchers on criteria for scientific knowledge among indigenous pupils. Table 1 Comparison of Indigenous Pupils’ Science Knowledge Criteria on Document Analysis Memorization
Understanding
Application
Analysis
Evaluation
Invention
BPK (2013)
/
/
/
/
/
/
KPM (2011)
/
/
/
/
/
/
Amer (2006)
/
/
/
/
/
/
Noble (2004)
/
/
/
/
/
/
Anderson & Krathwohl (2001) Frequency Ratio
/
/
/
/
/
/
5/5
5/5
5/5
5/5
5/5
5/5
Criteria Researcher
Based on the findings of this document analysis, the dimensions of science knowledge criteria for indigenous pupils have been able developed, as shown in Table 2. Table 2 List of Dimensions of Indigenous Pupils’ Science Knowledge Aspect
Criterion
Dimension
Scientific Knowledge
Remembering
Listing Explaining Presenting
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Summarizing Interpreting Predicting Executing
Applying
Classifying Experimenting Counting Developing
Analyzing
Arranging Explaining Differentiating Hypothesizing
Interpreting
Arranging Interpreting Synthesizing Acting
Creating
Combining Planning Composing Initiating
4.2. Expert interview’s findings of dimensions of indigenous pupil’s science knowledge Structured interviews were carried out on two experts in the relevant field. They are experienced officers in the learning and teaching of Science for indigenous pupils which are an officer from Ministry of Education and National Coach of Primary Science. The findings of the expert interview data are summarized in Table 3. Table 3.The Formation of Dimensions of Indigenous Pupils’ Science Knowledge Criteria Remembering
Understanding
Applying
Analyzing
Interpreting
Dimensions Listing Explaining Presenting Appropriate Placement Summarizing Interpreting Predicting Executing Classifying Experimenting Counting Developing Classifying Experimenting Counting Developing Arranging Interpreting Synthesizing Acting
Expert 1 / / / / / / / / / / / / / / / / / / / /
Expert 2 / / / / / / / / / / / / / / / / / / / /
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Creating
Combining Planning Composing Initiating
/ / / /
X / / /
4.3. The agreement value for science knowledge criteria among indigenous pupils Based on the analyses described in Table 3, the researchers have identified the findings that led to the formation of the 24 dimensions contained in the six criteria for indigenous pupils’ science knowledge. Through the process of analysing these data, science knowledge criteria established among indigenous pupils is known as Science Knowledge Indicators Among Indigenous Pupils. This indicator has been reviewed by two experts and consent has been given. According to Cohen (1960), two reviews conducted by expert reviewers are suffice in qualitative research methods and content of the study. In this study, the agreement obtained is as follows: Aspect
Kappa Agreement Value
Interpretation
Knowledge
K = (47-24) /(48-24)
Excellent
= 0.96
The findings of the overall Kappa coefficient were 0.96 for the knowledge aspect that clearly showed excellent agreement. 4.4 Summary of reliability of the items and respondents To retrieve the reliability of science knowledge criteria among indigenous pupils, cognitive test was used. This instrument has been distributed to 31 indigenous pupils in Johor, Malaysia and analysed using Winstep. Table 4 shows the results of data analysis performed on the items indigenous pupils’ science knowledge. Table 4. Item Analysis Results No
Realibility
Reliability Value of Science Knowledge Criteria Among Indigenous Pupils
1.
Item reliability
0.80
2.
Person reliability
0.83
3.
Item separation
2.03
4.
Person separation
2.23
5.
Alpha Cronbach
0.98
Table 4 indicates that the value of the items and the respondents for the science knowledge criteria are more than 0.80. Bond and Fox (2007) verify that when the value is above 0.80, it indicates strong reliability of the respective item. Segregation index items and respondents that were obtained are 2.03 and 2.23. This indicates that the separation of the items and the respondent for science knowledge criteria among indigenous pupils is good. This is parallel with what being proposed by Linacre (2005) where he stated that when the separation of the items exceeds the value of 2.00, it is considered as a good item separation. Apart from that, the analysis conducted indicated that Alpha Cronbach’s value exceeded 0.90. According to Hopkins (1998), this verifies good reliability when the minimum value of alpha is 0.90. According to Pallant (2001), the acceptable alpha for the early stage of analysis is 0.60. This finding indicates that the instruments built for this research has a high reliability and is significantly acceptable.
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4.4 Distribution of item’s difficulty and respondents ability level
87.1% of the respondents gave high agreement on the developed item Groups of items that are difficult to be agreed upon
12.9% of the respondents gave low agreement on the developed item
Groups of items that are easy to be agreed upon
Figure 1 Item’s difficulty and respondent’s ability level
The results showed that 87.1% of the respondents agreed with all the item given to them. Meanwhile, nearly12.9% of the respondents disagreed with the items given. Based on the map of items/respondents, the difficulty level of the items is shown as approximately balanced, in which there are difficult and easy items to be agreed. 5. Conclusion As a whole, the findings from the documents analysis and interview protocol that have been conducted qualitatively and the quantative analysis of questionnaire have proven that the developed Science Knowledge Indicators among indigenous pupils have a high reliability value and have been accepted. The science knowledge criteria of indigenous pupils that are established are remembering, understanding, applying, analyzing, interpreting and creating. The input obtained from this study can be used as a guidance for stakeholders to develop and enhance the self-esteem of indigenous in Malaysia.
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