Each school in Malaysia observes a uniform Physical Education curriculum (PE) through the use of standard textbooks and given standardised teaching and learning times. However, reports on PE implementation in schools shows different levels of implementation of the PE curriculum. To determine the levels and reasons for these differences, this study examines the level of PE implementation in primary schools in Selangor based on five factors assessed using the Standard Kualiti Pendidikan Malaysia 2010 (SKPM 2010). A total of 111 primary Head of Physical Education Panel in the selected schools in Selangor participated in answering the questionnaire. Results of analysis of variance (ANOVA) showed significant differences for each factor (leadership and vision p = .0001; p = .0001 organisational management, curriculum, co-curricular and sports, and student welfare p = .0001; p = teaching and learning. 0001; student producibility p = .0001) between schools based on the level of implementation of PE. Specifically, post-hoc analysis (Bonferroni) showed no significant difference in the student producibility irrespective of PE implementation. However, it showed that high levels of performance for each factor influenced high levels of PE implementation.
In-Text Citation: (Mohamed et al., 2019)
To Cite this Article: Mohamed, A. M. D., Amri, S., Kok, L.-Y., & Abdullah, B. (2019). Factors Influencing the Implementation Level of Physical Education in Selangor Primary Schools. International Journal of Academic Research in Business and Social Sciences, 9(13), 471–479.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
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Factors Influencing the Implementation Level of Physical Education in Selangor Primary Schools
Ani Mazlina Dewi Mohamed
Faculty of Education, Universiti Teknologi MARA Cawangan Selangor, Malaysia
Saidon Amri, Lian-Yee Kok, Borhanuddin Abdullah
Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia
Abstract
Each school in Malaysia observes a uniform Physical Education curriculum (PE) through the use of standard textbooks and given standardised teaching and learning times. However, reports on PE implementation in schools shows different levels of implementation of the PE curriculum. To determine the levels and reasons for these differences, this study examines the level of PE implementation in primary schools in Selangor based on five factors assessed using the Standard Kualiti Pendidikan Malaysia 2010 (SKPM 2010). A total of 111 primary Head of Physical Education Panel in the selected schools in Selangor participated in answering the questionnaire. Results of analysis of variance (ANOVA) showed significant differences for each factor (leadership and vision p = .0001; p = .0001 organisational management, curriculum, co-curricular and sports, and student welfare p = .0001; p = teaching and learning. 0001; student producibility p = .0001) between schools based on the level of implementation of PE. Specifically, post-hoc analysis (Bonferroni) showed no significant difference in the student producibility irrespective of PE implementation. However, it showed that high levels of performance for each factor influenced high levels of PE implementation.
Keywords: Physical Education, Implementation, Influencing Factors
Introduction
Physical Education Curriculum (PE) is a core subject taught in primary and secondary schools in Malaysia. Each school uses a standard curriculum prepared by the Curriculum Development Centre, Ministry of Education (MOE) and the use of textbooks supplied by the Unit Textbook, KPM. The standard allocated time for physical education is 40 minutes per session for high schools and 30 minutes per session for primary schools. PE curriculum is regularly reviewed to ensure that it is up-to-date with current trends. PE implementation in schools is designed to produce well-rounded education including in the domains of psychomotor, cognitive and affective.
However, curriculum improvements alone are not sufficient. Wee (2008) argued that a successful PE program at school requires effective management. Although the characteristics of the PE program in Malaysia are the same, its success depends, in part on the use of good resources and facilities to effectively achieve the objectives of the PE curriculum, as described in Figure 1. Reports regarding the overall implementation of PE in Malaysia remains low (Wee, 2002; Salim, Mahmood, & Ahmad, 2018). Syed Kamaruzaman and Julismah
In-Text Citation: (Mohamed et al., 2019)
To Cite this Article: Mohamed, A. M. D., Amri, S., Kok, L.-Y., & Abdullah, B. (2019). Factors Influencing the Implementation Level of Physical Education in Selangor Primary Schools. International Journal of Academic Research in Business and Social Sciences, 9(13), 471–479.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
