1. UKM Learning and Research Repository
2. PHD Thesis / Tesis PHD
3. Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

Title:	An investigation of the science academic literacy pratices and learning culture of students and teachers at Sana'a University, Yemen
Authors:	Angela Abu-Asba (P32293)
Supervisor:	Hazita Azman, Professor Dr.
Keywords:	pratices and learning students and teachers Science
Issue Date:	2011
Description:	This study investigates the relationship between science academic literacy and learning culture among Yemeni science teachers and students at Sana’a University, Yemen. In this study, academic literacy refers to listening and speaking as well as reading and writing practices of the teachers and students at Sana’a University in relation to teaching and learning science. This study aims to identify and describe the patterns of the literacy practices and find causal relationships between these practices with the constructs of learning culture practiced and valued in the Yemeni education environment. The theoretical framework of the study converges operational parameters of learning culture, learning and teaching styles, the scientific inquiry culture, and academic literacy to frame the methodological design and analysis. The battery of instrumentations used to collate extensive quantitative and qualitative data, include teacher and student questionnaires, classroom observations and field notes, semi-structured interviews and official documents. The findings of the study revealed that learning culture has a significant relationship on the way students and teachers perceive and interact with their academic surroundings. The findings also showed that Yemeni learning culture influenced the students’ academic literacy practices. There is also a significant mismatch between Yemeni learning culture and the scientific inquiry culture that promotes questioning, determining and collecting evidence, formulating explanations, connecting scientific knowledge, and communicating explanations. In relation to this, the data revealed a critical mismatch between the teachers’ teaching style, and students’ learning style preferences and the National Science Education Standards in Science Education (scientific inquiry learning). It was evident that the autocratic teacher-centred teaching style preferred by the teachers and their heavy dependence on the limited translated (English to Arabic) science learning materials have led to the dire state of science learning among the university students in Yemen. Thus this study has implications for the review of science teacher training programmes at school and tertiary levels, as well as the urgency for increment in quantity and quality of science learning materials towards ensuring science literacy competencies of Yemeni students meet the benchmarked standards.,PHD
Pages:	472
Call Number:	Q183.4.Y4A233 2011 tesis
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.