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https://ptsldigital.ukm.my/jspui/handle/123456789/459723Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Dr. Ruslin b. Amir | - |
| dc.contributor.author | Habsah binti Mohamed. ( P56759) | - |
| dc.date.accessioned | 2023-09-13T09:31:54Z | - |
| dc.date.available | 2023-09-13T09:31:54Z | - |
| dc.date.issued | 2013-09-22 | - |
| dc.identifier.other | ukmvital:81205 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/459723 | - |
| dc.description | Kajian ini bertujuan untuk melihat hubungan gaya pengajaran guru terhadap gaya pembelajaran dan pencapaian pelajar tingkatan empat di Putrajaya. Responden kajian seramai 120 orang pelajar tingkatan empat (60 pelajar jurusan Sains dan 60 pelajar jurusan Sastera) dan 48 orang guru yang telah dipilih daripada 3 buah sekolah menengah di Putrajaya. Kajian ini menggunakan kaedah tinjauan soal selidik. Kajian ini juga bertujuan untuk mengenal pasti gaya pengajaran guru mengikut persepsi pelajar dan hubungannya terhadap gaya pembelajaran dan pencapaian pelajar tingkatan empat. Kajian ini menggunakan model gaya pengajaran Grasha untuk mengenal pasti gaya pengajaran guru yang paling dominan. Manakala bagi mengkaji gaya pembelajaran pula, model gaya pembelajaran Selmes telah dipilih dalam kajian ini. Data kajian dianalisis dengan menggunakan kaedah deskriptif dan kaedah inferensi. Kaedah statistik deskriptif yang digunakan seperti frekuensi, peratus, sisihan piawai dan min untuk melihat taburan profil responden, gaya pengajaran guru, gaya pembelajaran dan pencapaian pelajar. Manakala statistik inferensi yang digunakan ialah ujian Manova, korelasi Pearson dan korelasi Spearman. Hasil dapatan kajian menunjukkan bahawa gaya pengajaran guru mengikut persepsi pelajar adalah gaya pengajaran model peribadi. Manakala gaya pembelajaran pelajar adalah gaya pembelajaran gigih usaha. Ujian Manova menunjukkan bahawa tidak terdapat perbezaan yang signifikan antara pelajar lelaki dan pelajar perempuan terhadap gaya pengajaran guru yang paling dominan. Hasil analisis korelasi mendapati terdapat hubungan positif yang signifikan antara gaya pengajaran guru dengan gaya pembelajaran pelajar. Hasil kajian juga menunjukkan tidak terdapat hubungan yang signifikan antara gaya pengajaran guru dengan pencapaian akademik pelajar. Begitu juga, tidak terdapat hubungan yang signifikan antara gaya pembelajaran pelajar dengan pencapaian akademik. Implikasi kajian ini menunjukkan bahawa perlunya guru-guru menggunakan gaya pengajaran yang pelbagai mengikut kesesuaian pelajar dan peka terhadap gaya pembelajaran pelajar untuk memupuk semangat dan minat yang mendalam dalam diri pelajar terhadap mata pelajaran,This study aims to determine the relation of teaching style on learning styles and achievement of form four students of Putrajaya. There are 120 students’ respondents which (60 students majoring in Science and 60 students majoring in Literature) and 48 teachers were selected from three secondary schools in Putrajaya. The methods of study are questionnaire survey. This study also aims to identify the teaching style according to students' perception and its relationship to learning styles and achievement of form four students. This study uses a Grasha model of teaching styles to identify the most dominant style of teaching. While to study its learning style, Selmes model learning style was used. Data were analyzed by using descriptive and inferential methods. Descriptive statistics method such as frequency, percentage, standard deviation and mean had been used to see the distribution profile of the respondents, teaching styles, learning styles and student achievement. While the inferential statistics used were Manova test, Pearson correlation and Spearman correlation. Results showed that the style of teaching according to perception is personal model teaching style. While the dominant learning styles are persistent effort of learning styles. Manova-test showed that there was no significant difference between boys and girls in their teaching is the most dominant. The result of correlation analysis found a significant positive correlation between teaching styles with learning styles. The study shows that there was no significant relationship between teaching style and academic achievement. This research also shows that there was no significant relationship between learning styles and academic achievement. The implications of this study indicate the need for teachers to use a variety of teaching styles to suit the students and be sensitive to students' learning styles to foster enthusiasm and interest in learning about the subject.,Master | - |
| dc.language.iso | may | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Education / Fakulti Pendidikan | - |
| dc.rights | UKM | - |
| dc.subject | Gaya pengajaran guru | - |
| dc.subject | Gaya pembelajaran dan pencapaian | - |
| dc.subject | Pelajar tingkatan empat | - |
| dc.subject | Effective teaching- Malaysia- Putrajaya. | - |
| dc.title | Hubungan gaya pengajaran guru terhadap gaya pembelajaran dan pencapaian pelajar tingkatan empat di Putrajaya | - |
| dc.type | theses | - |
| dc.format.pages | 158 | - |
| dc.identifier.callno | LB1025.3 .H3356 2014 | - |
| dc.identifier.barcode | 001653 | - |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_81205+SOURCE1+SOURCE1.0.PDF Restricted Access | 1.85 MB | Adobe PDF |  View/Open |
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