Datuk Aziz - Academy of Sciences Malaysia

EVALUATION OF THE
IMPLEMENTATION OF IBSE PILOT
PROJECT AT 4 PRIMARY SCHOOLS
IN MALAYSIA
26 May 2015 | Tuesday
| Hotel Istana Kuala Lumpur
Academician Datuk Dr Abdul Aziz Sheikh Abdul Kadir FASc
Introduction
• A study on the implementation of hands-on
Inquiry-based science education (IBSE) at 4
selected primary schools was conducted from
2012 - 2013.
• Aims: To look into the feasibility of implementing
IBSE towards enhancing the effectiveness of
teaching and learning of science in primary
schools in Malaysia.
• The study was carried out through a qualitative
and quantitative approach.
Objectives
To assess teachers’ understanding of IBSE pre- and
post - training
To assess teachers’ capability in IBSE and
developing science process skills among pupils
To assess pupil's performance in science –
process skills and problem solving
To assess pupil's behavior change – motivation
and interest at the end of pilot project
Study Methodology
1) Qualitative:
• Observation
• Fibonacci IBSE Self-Reflection Tool for Teachers
• Interview sessions with teachers
2) Quantitative:
• Students year-end examination assessment analysis
• The Trends of International Mathematics and Science
Study (TIMSS) assessment analysis
3) Additional:
• Analysis of UPSR 2014 results
Pilot Schools
SK Bandar Seri Putra
SK Semenyih
SK Seksyen 7
Bandar Baru Bangi
Primary rural schools at
Hulu Langat District
SK Bandar Tasik
Kesuma
Participants
2 classes per school
(346 pupils)
4 schools
20 teachers
were trained
2-year project
(2012-2013)
Teachers
5
16 teachers &
4 principals involved
in pilot project
4
No. of teachers
4
3
Male
2
2
2
Female
2
1
1
1
1
1
1
1
0
0
G
NG
School A
SK Semenyih
G
NG
School B
SK Bandar Tasik
Kesuma
G
NG
School C
SK Bandar Sri Putra
G
NG
School D
SK Seksyen 7,
Bandar Baru Bangi
School
G – Graduate; NG – Non graduate
Methodology
DISCUSS
SHARE
DEBATE
REFLECT
COOPERATE
RECORD
IBSE Skills Component
Science
Process
Skills
• Handle science apparatus
• Observe, record &
measure accurately
•
•
•
•
Observing
Interpreting data
Hypothesising
Experimenting
Manipulative
Skills
Thinking
Skills
• Critical & creative
thinking skills
• Problem Solving
1
Teachers’ trainings
• 1 week course at
SEAMEO RECSAM,
Penang
• 4 weekend
workshops at
schools
2
Activities
Practical lessons
Food chain
Changing position of source
of light
Mirco-organism
3
Science Competition on problem solving
Prototype development
Group discussion
Prototype test
Findings
1) Teachers have better understanding of IBSE
after participating in the training workshops
2) Teachers are now capable of developing science
process skills among pupils through IBSE
method
3) Pupils’ performance in science especially
science process skills and problem solving has
increased
4) Pupils showed a positive behavior change
especially in their motivation and interest in
science at the end of pilot study
Finding 1: Teachers have better understanding of IBSE
after participating in the training
workshops
• Able to differentiate prescriptive teaching approach in
workbooks and textbooks
• Able to carry out most aspects of IBSE based on La Main á la
Pâte approach
• More pupil-centered approach
• Posed more challenging questions and investigative questions
• Use of diversified support materials
• Encouraged collaborative learning
Finding 2: Teachers are now capable of developing
science process skills among pupils through
IBSE method
RESPONSE ITEMS
Teacher’s Role
1. Building on pupils’ ideas
%
89.1
92.9
2. Supporting pupils’ own investigation
93.9
3. Guiding analysis and conclusion
80.6
Pupil Activities
80.8
4. Carrying out investigations
68.6
5. Working with others
92.9
Pupil’s Records
75.0
6. Records pupils’ make of their work
78.6
7. Pupils’ written records
71.4
Overall
82.7
Teacher’s perception on IBSE implementation
based on Fibonacci IBSE Self-Reflection Tool
Finding 3: Pupils’ performance in science has
increased (based on year-end school
assessment)
Mean score of 5 major subjects in 2012 & 2013 (based on 346 sample pupils)
Academic Year
year
English
B.
B.
Mathematics
Malaysia 1 Malaysia 2
Science
2012
2013
55.7 (3)
55.6 (4)
69.6 (1)
74.2 (1)
46.6 (5)
58.0 (3)
4
5
62.3 (2)
62.3 (2)
50.6 (4)
50.3(5)
Notes:
B. Malaysia 1 - comprehension, B. Malaysia 2 – writing
Number is brackets show position, 1 being highest
Improvements shown for the performance in science subject from 5th position
(2012) to 3rd position (2013)
Finding 4: Pupils showed a positive behavior change
especially in their motivation and interest
in science at the end of pilot study
• Active participation in experiments
• Active participation in discussion
• Excited with the activities
TIMSS Assessment in 4 Pilot Schools
(30 October 2014)
• To assess the effectiveness of IBSE method in comparison with
non-IBSE pupils
Instrument:
• 50 questions of Grade 4 Released Items of TIMSS Assessment
• Questions were translated to Bahasa Malaysia and vetted by
the ASM Questions Commitee
Sample:
• 293 pupils who were previously involved in the IBSE study
• 280 pupils who were not involved in the IBSE study
RESULTS :
Comparison of Performance
Between IBSE & Non-IBSE Pupils
(Questions on knowing, applying & reasoning)
Pupils’ Scores
QUESTION
TOTAL
KNOWING
APPLYING
REASONING
ALL
IBSE
NON IBSE
ALL
IBSE
NON-IBSE
ALL
IBSE
NON-IBSE
ALL
IBSE NON-IBSE
Mean
34.86
36.94
32.68
13.01
13.85
12.13
15.54
16.37
14.66
6.31
6.72
5.89
Median
35
37
33
13
14
12
16
17
15
6
7
6
Std. Deviation
6.367
5.718
6.292
3.037
2.721
3.107
2.965
2.782
2.901
1.676
1.576
1.675
Based on the mean & median of
pupils’ scores and supported by
SD: IBSE pupils performed better
than non IBSE pupils
NOTE:
The full score for:
a) Questions on Knowing
b) Questions on Applying
c) Questions on Reasoning
Total Score
= 21 (39.62%)
= 23 (43.40%)
= 9 (16.98%)
= 53 (100%)
PERCENTAGE OF PUPILS SCORES FOR QUESTIONS ON KNOWING
(Total marks - 21)
% of no. of students
20.00
Based on scores for
questions on “knowing”,
IBSE pupils shows higher
performance
18.00
16.00
14.00
12.00
10.00
IBSE
NON IBSE
8.00
6.00
4.00
2.00
0.00
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
SCORE
PERCENTAGE OF PUPILS SCORES FOR QUESTIONS ON APPLYING
(Full marks = 23)
% of no. of students
20
Based on scores for
questions on applying,
IBSE pupils shows higher
performance
18
16
14
12
10
IBSE
8
NON IBSE
6
4
2
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
SCORE
% of no. of students
PERCENTAGE OF PUPILS SCORES FOR QUESTIONS ON REASONING
(Total marks - 9)
30.00
Based on scores for
questions on reasoning,
IBSE pupils shows higher
performance
25.00
20.00
IBSE
15.00
NON IBSE
10.00
5.00
0.00
1
2
3
4
5
6
7
8
9
SCORE
Objective VS Subjective Questions
• There were 29 objective questions and 21 subjective
questions.
• For both types of questions, IBSE pupils outperformed
non-IBSE pupils.
• It can be inferred from the data for subjective questions
that IBSE pupils have better understanding and ability
to articulate answers compared to non-IBSE pupils.
Percentage of Mean
of questions
answered correctly
IBSE
Non-IBSE
Objective
69.14%
61.29%
Subjective
73.52%
64.96%
IBSE Pupils’ Performance
in 2014 UPSR
• Following are the science subject results in 2014 UPSR among the IBSE & non-IBSE pupils:
SK Bandar Sri Putra
SK Bandar Tasik Kesuma
GRADE
GRADE
A
B
C
D
E
IBSE
(N=78)
11
57
10
-
-
Non-IBSE
(N=80)
2
41
34
2
1
SK Semenyih
A
B
C
D
E
IBSE
(N=75)
23
51
1
-
-
Non-IBSE
(N=77)
3
48
26
-
-
SK Seksyen 7, Bandar Baru Bangi
GRADE
GRADE
A
B
C
D
E
IBSE
(N=74)
15
26
32
1
-
Non-IBSE
(N=70)
7
35
28
-
-
A
B
C
D
E
IBSE
(N=66)
29
31
6
-
-
Non-IBSE
(N=53)
2
30
16
3
2
Conclusion
 IBSE is the way forward in teaching and learning of
science because it creates motivation, interest and
excitement in learning;
 IBSE
develops
students’
thinking
through
argumentation, hypothesizing, designing, conducting
investigation and making final conclusion;
 IBSE is very relevant to new emphasis on
development of Higher Order Thinking Skills (HOTS)
by the Ministry of Education Malaysia as well as the
new Primary School Standard Curriculum (KSSR);
THE END