International Journal of Academic Research in Business and Social Sciences

search-icon

Development and Usability of Training Module on the Efficacy and Anxiety Levels of Teaching English Among Early Childhood Education Teachers

Open access
This study aims to develop a training module to improve the efficacy among the early childhood education teachers in teaching English. The Design and Development Research methodology introduced by Richey and Klein (2014) was used in this study involving 3 phases. The data from the first phase (need analysis) were collected through questionnaire distributed among 90 early childhood education teachers via purposive sampling. The findings from the closed-ended questions were analysed using Statistical Package for the Social Sciences (SPSS) version 23 whereas the open-ended responses were subjected to thematic analysis. The data from the second phase were obtained based on the Bandura’s Self-Efficacy Theory and Keller’s ARCS Model. The theory specifies that there are four main factors that affect a person’s self-efficacy, namely mastered self-experience (career-wise or past failure), vicarious experience (imposing other’s success on himself), verbal persuasion (feedback on tasks given), psychological and physiological reactions (stress, worry and physical strength).The Keller’s ARCS Model comprises four factors, A- Attention, R- Relevance, C- Confidence dan S- Satisfaction. The draft of the module was validated based on expert views and reliability questionnaires. The third phase that involves module usability was evaluated via quasi-experiment among 66 participants. A parametric test which is t-test revealed that the teachers from treatment group performed better in terms of self-efficacy belief, teaching efficacy practice, efficacy level, anxiety level and attitude. The qualitative data obtained from interview sessions with 8 teachers and 2 facilitators were used to support the findings. The findings show that there is a need to develop Module of Efficacy Enhancement in English Teaching among the Early Childhood Education Teacher (MEET-EceT). The findings from the second phase of the design study show that the expert views exceed 80 percent while the module reliability exceeds 70 percent. The results from the module usability evaluation shows that the efficacy level in English teaching increases, the anxiety level in teaching English decreases and there is a change of attitude in teaching English (knowledge, motivation, self-confidence, behaviour). Therefore, it is concluded that the MEET-EceT training module should be emphasised among the early childhood education teachers during teachers ’training to increase their efficacy level and decrease their anxiety level in teaching English.
Abdul Aziz, N.N.B. & Mamat, N. (2015). Efikasi Kendiri Guru dan Hubungannya Dengan Pencapaian Akademik Di Sekolah. Prosiding Seminar Kebangsaan Pascasiswazah Asuhan dan Didikan Kanak-Kanak. Tanjong Malim : Universiti Pendidikan Sultan Idris.

Abdul Aziz, N.N.B. & Mamat, N. (2015). Pembinaan Modul Efikasi Pengajaran dan Pembelajaran Bahasa Inggeris Prasekolah Dalam Meningkatkan Tahap Efikasi Guru dan Tahap Penguasaan Kosa Kata Bahasa Inggeris di Kalangan Kanak-Kanak Prasekolah. Prosiding Seminar Penyelidikan Pendidikan Kebangsaan IPG Kampus Zon Utara 2015. Pulau Pinang : Institut Pendidikan Guru Tuanku Bainun.

Abdul Aziz, N.N.B. & Mamat, N. (2017). Pembangunan Modul Peningkatan Efikasi Mengajar Bahasa Inggeris Guru Prasekolah (MEP-BI) : Kajian Rintis. Prosiding Seminar Pascasiswazah Kebangsaan 2017. Tanjong Malim : Universiti Pendidikan Sultan Idris.

Abdul Aziz, N.N.B & Mamat, N. (2017). Analisis Keperluan : Pembangunan Modul Efikasi Pengajaran Bahasa Inggeris Guru Prasekolah. Proceedings National Conference on Education Social Science, Engineering and Technology (NCESET 2017). Kedah : Association of Malaysian Researchers & Social Services (AMRASS).

Abdul Aziz, N.N.B. & Mamat, N. (2017). Kesahan dan Kebolehpercayaan Soal Selidik Efikasi Pengajaran Bahasa Inggeris Dalam Kalangan Guru Prasekolah. Prosiding Seminar Wacana Pendidikan 2017 (SWAPEN). Kedah : Institut Pengurusan dan Integriti.

Abdul Aziz, N.N.B. & Mamat, N. (2018). Kajian Reka Bentuk dan Pembangunan Modul Peningkatan Efikasi Mengajar Bahasa Inggeris (MPEBI) Guru Prasekolah. International Conference On The Future Of Education (IConFED). Pulau Pinang : Hotel Bayview.

Abdul Aziz, N.N.B. & Mamat, N. (2018). Modul Peningkatan Efikasi Mengajar Bahasa Inggeris (MPEBI) Guru Pendidikan Awal Kanak-Kanak : Kajian Rintis. International Conference On Teacher Learning And Develoment (ICTLD). Kuala Lumpur : Hotel Royale Chulan.

Abdul Rahman, M.N. (2016). Application of Fuzzy Delphi Approach in Designing Homeschooling Education for Early Childhood Islamic Education. Tesis PhD. Kuala Lumpur : Universiti Malaysia.

Bandura, A. (1997). Self-Efficacy : The exercise of control. New York : Freeman.

Johari, K., Ismail, Z., Osman, S., & Othman, Tajuddin. (2009). Pengaruh jenis latihan guru dan pengalaman mengajar terhadap efikasi guru sekolah menengah. Jurnal Pendidikan Malaysia. 34 (2), 3-14.

Kementerian Pelajaran Malaysia. (2009). Dokumen standard prasekolah : Kurikulum Standard Prasekolah Kebangsaan. Kuala Lumpur : Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia.

Mohamed Arip, M. A. S. (2010). Kesan kelompok bimbingan terapi kognitif-tingkahlaku ke atas konsep kendiri, kelangsangan dan daya tahan remaja. Tesis PhD, Fakulti Pendidikan, Universiti Kebangsaan Malaysia.

Mohamed Arip, M. A. S. (2018). Pembinaan dan Pengujian Modul. Selangor : I Psychology and Counseling Academy.

Mohd Noah, S. (2005). Pengujian dan Penilaian Kaunseling : Teori dan Aplikasi. Serdang : Universiti Putra Malaysia.

Mohd Noah, S. & Ahmad, J. (2005).Pembinaan Modul. Bagaimana membina modul latihan dan modul akademik. Serdang: Penerbit UPM.

Richey, R.C., & Klein, J.D. (2007). Design and developmental research. New York, NY : Routledge.

Siraj, S., Alias, N., Dewitt, D., & Hussin, Z. (2013). Design and developmental research : Emergent trends in educational research. Kuala Lumpur : Pearson Malaysia.

Thompson. G. (2016). Japanese High School English Teachers’ Self-Efficacy Beliefs About Teaching English. PhD Theses, Faculty of Education : Queensland University of Technology.

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy : Capturing and elusive construct. Teaching and Teacher Education, 17, 783 - 805.
In-Text Citation: (Aziz & Mamat, 2018)
To Cite this Article: Aziz, N. N. B. A., & Mamat, N. (2018). Development and Usability of Training Module on the Efficacy and Anxiety Levels of Teaching English Among Early Childhood Education Teachers. International Journal of Academic Research in Business and Social Sciences, 8(12), 2250–2264.