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Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/578505
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dc.contributor.authorMasek A (UTHM)
dc.contributor.authorMasduki M
dc.date.accessioned2023-11-06T03:02:48Z-
dc.date.available2023-11-06T03:02:48Z-
dc.date.issued2017-04
dc.identifier.issn0128-7702
dc.identifier.otherukmvital:115979
dc.identifier.urihttps://ptsldigital.ukm.my/jspui/handle/123456789/578505-
dc.descriptionShy behaviour during the teaching and learning of basic psychomotor skills could affect the development of children’s skills. This study was undertaken to examine the relationship between shyness and children’s participation during the teaching and learning of basic psychomotor skills in early education. The samples for this study were n=118 (55 boys, 63 girls) shy preschool children who enrolled in the Segamat Preschool, Ministry of Education (MOE) Malaysia who were nominated by their teachers during the primary stage of data collection. The children were then rated by their teachers in terms of their shyness level and participation during the teaching and learning of basic psychomotor skills. The analysis showed that the children’s level of shyness was high (M=3.73, SD=0.642) whereas the children’s participation was low (M=2.40, SD=0.731). There was no significant difference in the level of shyness between boys and girls. However, there was a strong negative correlation between the level of shyness and the student’s participation in the teaching and learning of basic psychomotor skills.
dc.language.isoen
dc.publisherUniversiti Putra Malaysia Press
dc.relation.haspartPertanika Journals
dc.relation.urihttp://www.pertanika.upm.edu.my/regular_issues.php?jtype=3&journal=JSSH-25-S-4
dc.rightsUKM
dc.subjectBasic psychomotor skills
dc.subjectClassroom
dc.subjectParticipation
dc.subjectShyness
dc.subjectTeaching and learning
dc.titleParticipation of shy children during the teaching and learning of basic psychomotor skill
dc.typeJournal Article
dc.format.volume25
dc.format.pages55-66
dc.format.issueSpecial Issue
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