Chapter 3

CHAPTER 3

RESAEARCH METHODOLOGY

3.1       Introduction

            The purpose of this study was to investigate the teachers’ beliefs on classroom management between junior teachers and senior teachers. For the purpose of this study, the teachers’ beliefs referred to the teachers’ attitudes and beliefs toward classroom management.

            The data for the study were collected using a survey that investigates the teachers’ belief on classroom management among junior teachers and senior teachers. Specifically, the study investigates the following research questions and research objectives:

1)                  What are the teachers’ beliefs on classroom management among junior teacher?

2)                  What are the teachers’ beliefs on classroom management among senior teacher?

3)                  What are the differences of beliefs between junior and senior teacher on classroom management approaches?

3.2       Sample Selection

            For this study, there were two samples needed. The first sample consisted of 120 teachers of secondary school. All participants were expected to fulfil certain criteria. The first criterion for the teachers selected for this study was that all participants must be certified teachers that undergo specific training at teacher training college or universities. For purposes of this study, junior teacher referred to the certified teachers that entered their first teaching position at school and senior teacher can be described as teachers with many years of experience in teaching. It was the assumption of the researcher that less experienced teachers differ from those who are more experience regarding their attitudes and beliefs toward classroom management.

            The second sample related to selecting of school. For purposes of this study, there were two criteria used to select the school. The first criterion was that the schools chosen are three secondary schools. The second criterion was geographic location whereby all schools are located at Petaling Jaya which are considered as urban schools.

3.3       Instrumentation

            In order to obtain information on teachers’ beliefs on classroom management among junior and senior teachers, the researcher develops a 2-part survey questionnaire. An instrument, the Behaviour and Instructional Management Scale (BIMS) consisting of closed-ended questions was used based on BIMS copied from Unal & Unal, (2012).

            The researcher states a clear directions and explanation of the purpose of the survey at the beginning of the instruments. The BIMS consist of 30 items grouped into two sections. The first section was designed to obtain demographic information regarding the participants. Among the items in demographic sections, the participants were asked to report their gender, age, highest education level, year of teaching and the position at schools. The data gained from these participants were used to describe a profile of the participants.

            The second section is the BIMS which contain closed-ended questions and were designed to gather data about the classroom management style. There are 25 items to be answered by the participants. Each participant is asked to identify the extent to which the behaviour and management scale. The points on this scale were 1: Strongly Agree,  2: Agree, 3: Not Sure, 4: Disagree and 5:Strongly Disagree.

3.4       Data Collection Process

            Beginning of the data collection process, the researcher asks permission and approval from the administrators of the target schools to conduct a survey on the topic studied. A set of BIMS are distributed to 120 teachers randomly whom are the participants of each school. There are three schools involved which are SMK Lembah Subang, SMK Damansara Jaya and SMK Bandar Damansara which all are located at Petaling Jaya.  The researcher gave the participants a time frame for the completion of the survey and returned the survey forms.

3.5       Validity

            According to Gall, Borg & Gall (1996), the validity of an instrument refers to the appropriateness, meaningfulness and usefulness of specific inferences made from test scores (Hayden, 2000). For this study, the validity is ensure because the instruments used are derived from the Behaviour and Instructional Management Scale (BIMS) which is currently the most recent version of the instruments that have been refined and tested over the years based on feedback received from previous studies (Martin & Sass, 2010).

3.6       Reliability

            Gall, Borg & Gall state that reliability of instruments referred to the consistency, stability and precision of test scores over time and population (Hayden, 2000). The BIMS was used for the purpose of this study and data were collected from each participant. Thus, the reliability of this study is established.

3.7       Data Analysis

            Once all the completed instruments were received by the researcher, the data were analyzed using the Statistical Package for Social Sciences (SPSS). In order to test the hypothesis of this study, the researcher calculated the mean scores for the subscales on the 25 items of closed-ended questions on the BIMS. The researcher then conducted an independent t-test to explore whether there was a statistically significant difference in these scores (p<0.5).

           

Proposal of Questionnaire (Closed-ended question)

PART A – DEMOGRAPHIC DATA

Please write your choice and ( √ ) in the corresponding space provided.

1.                  Age: (Please √ )

21 – 30
31 – 40
41 – 50
Above 50

2.                  Gender:           Female                                                 Male   

3.                  Higher Educational Level

Diploma
Bachelor Degree
Masters
PHD

4.                  Year of Teaching

1 – 5 years
6 – 15 years
16 – 20 years
More than 20 years

5.                  Position at School

Principal
Senior Assistant
Head of Panel
Excellent Teacher
Subject Teacher

PART B: For each statement below please mark the response that best describes what you do in the classroom. There is no right or wrong answers, so please respond as honestly as possible.

1: Strongly Agree        2: Agree          3: Not Sure     4: Disagree      5: Strongly Disagree

Statements

I nearly always interview when students talk at inappropriate times during class.

I use whole class instruction to ensure a structured classroom.

I strongly limit student chatter in the class.

I nearly always use collaborative learning to explore questions in the classroom.*

I reward students for good behaviour in the classroom.

I engage students in active discussion about issues related to real world applications.*

If a student talk to a neighbour, I will move the student away from the other students.

I establish a teaching daily routine in my classroom and stick to it.

I use input from my students to create classroom rules.*

I nearly always use group work in my classroom.*

I allow students to get out of their seat without permission.*

I use student input when creating students projects.*

I am strict when it comes to student compliance in my classroom.

I nearly always use inquiry-based learning in the classroom.*

I firmly redirect students back to the topic when they get off task.

I direct the students’ transition from one learning activity to another.

I insist that students in my classroom follow the rules at all time.

I nearly always adjust instruction in response to individual student needs.*

I closely monitor off task behaviour during class.

I nearly use direct instruction when I teach.

I strictly enforce classroom rules to control student behaviour.

I do not deviate from my pre-planned learning activities.

If a student’s behaviour is defiant, I will demand that they comply with my classroom rules.

I nearly always use a teaching approach that encourages interaction among students.*

*Item is reverse scored

 References

Hayden, M.L. (2000). Factors That Influence the College Choice Process for African American Students, Masters of Arts in Education, Virginia Polytechnic Institute and State University

Martin, N.K. &Sass, D.A. (2010). Construct Validation of the Behavior and Instructional Management Scale. Teaching and Teacher Education, 26(5),1124-1135.

Unal,Z. & Unal, A. (2012). The Impact of Years of Teaching on the Classroom Management Approaches of Elementary school teachers. International Journal of instruction, 5(2), pp. 41-48