SEMESTER MARCH 2023

SCHOOL OF EDUCATION & HUMANITIES

BACHELOR OF EDUCATION

COURSE :

ECLE2253 TESTING AND EVALUATION IN EDUCATION

TITLE :
ASSIGNMENT 1 (CASE STUDY) – INDIVIDUAL

LECTURER :
MISS DAYANGKU NUR SYUKRINA BT AWGKU BOLKIAH
PREPARED BY :

NO. GROUP MEMBERS (NAME) MATRIC NO.

1. FALYCIA EBA ANAK SAGING RCB22702005

1.0 INTRODUCTION

Teaching methods are broader techniques used to help students achieve learning
outcomes. Activities are the different ways of implementing these methods. The best teaching
methods are those that help students master the content of the course and learn how to apply
the content in particular context. To help students achieve learning outcomes, teacher should
choose the best tools for the jobs, which should give student practice.

Learning outcomes state in clear terms what it is that your students should be able to do
at the end of a course that they could not do at the beginning. Learning outcomes are
student-centered rather than instructor-centered2. Learning outcomes can help instructors by
providing a framework and rationale for making course design decisions, communicating to
students what they must do to make progress in learning, and clarifying intentions to the
teaching team and other colleagues.

1.1 BACKGROUND INFORMATION ON THE STUDENTS .

This study was conducted at Sekolah Kebangsaan Kapit No.2, and this study focused
on 5th grade students, who are 17 years old. This school is in the Kapit section. the subject
taught is Malay. This school has a diverse population of approximately 200 grade 5 students.
20 students agreed to include their data in the study. Of the students included in the study, 10
people are male students and 10 people are female students. The students in this study have
various ethnicities such as Iban, Malay, Kayan, Chinese and Melanau. To normalize the
group of participants, the same population of students collected from two classes taught by
the same instructor was used to evaluate both experimental and control teaching methods.

Some students have problems in understanding while some students have problems in
writing. This study is to evaluate the weaknesses or strengths of the students who want to be
studied.

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2.1 A DESCRIPTION OF THE TEACHING METHODS USED.

in terms of delivery in the classroom. This requirement is based on several characteristics of

education that are the backbone of the country's education policy. One of the teaching
processes is through IT-assisted Malay pedagogy. Along with the progress of ICT, a number
of teaching and learning strategies have been formed based on pedagogical aspects. This
development aims to create meaningful and more effective learning. Therefore, teachers need
to diversify methods and techniques in teaching and learning Malay.

Method is a series of systematic teacher actions that aim to achieve the teaching objectives
that have been set. The method is more short-term and is an overall effort consisting of
structured procedures based on a chosen approach. The method is also used to support the
chosen approach. Method is the steps or stages of teaching that are carefully organized and
continuous that must be followed carefully to achieve a teaching objective. There are several
methods in Malay that can be used by Malay teachers including;

i. Natural method

This method is based on the use of language in communicative situations as occurs in

traditional approaches. This method emphasizes less reference to grammatical analysis,
grammatical drills or to specific grammar theories.

ii. Traditional Nahu Method

This traditional nahu method is taught to enable students to understand the nahu of a
language and also train students to write using the correct language. This method also allows
students to translate a foreign language into their native language and vice versa. It is also to
equip students with a wide vocabulary that can be used in writing.

iii. Memorization method

This method is a teaching method done by demonstration and drill. Demonstration teaching
should be related to grammar, speech, vocabulary through language teachers or native
speakers. Grammar is taught by memorizing some basic sentences through prompts and the
meaning is given in common expressions in the mother tongue.

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iv. Linguistic Methods

This method is a scientific method of teaching modern languages by comparing two

languages. The students' language knowledge should be focused on the form and function of
the language in addition to other aspects such as sound, sentence structure, meaning, etc. This
method prioritizes form over meaning.

v. Cognitive Code Method

This method emphasizes form and meaning more. A person who wants to learn a language
should know the language system based on certain laws and norms in the science of
grammar.

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3.0 A CLEAR RESEARCH QUESTION THAT YOU WANT TO ANSWER
THROUGH THE CASE STUDY.

A clear research question that I would like to answer through a case study is :

I) How to get students interested in learning the Malay language?.

II) The second case study question, teaching aids can help for the effectiveness of
teaching in the classroom?.

III) How are the activities carried out? Finally, the fourth question is How is this
learning objective achieved?

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4.0 A DETAILED DESCRIPTION OF THE DATA COLLECTION METHODS YOU
WILL USE.

Secondary data collection is the process of gathering information from existing sources
that have already been collected and analyzed by someone else, rather than conducting new
research to collect primary data. Secondary data can be collected from various sources, such
as published reports, books, journals, newspapers, websites, government publications, and
other documents. Case studies involve in-depth analysis of a single individual, organization,
or event. Case studies are used to gain detailed information about a specific
phenomenon.Secondary data analysis involves using existing data that was collected for
another purpose. Secondary data can come from various sources, such as government
agencies, academic institutions, or private companies.

Define the objective. Before start collecting data, we need to define the objective of the
study. This will help to determine what data we need to collect and how to collect it. Identify
the sources of data that will help me achieve my objective. These sources can be primary
sources, such as surveys, interviews, and observations, or secondary sources, such as books,
articles, and databases. Determine the data collection method Once you have identified the
data sources, you need to determine the data collection method. This could be through online
surveys, phone interviews, or face-to-face meetings. Develop a plan that outlines the steps
you will take to collect the data. This plan should include the timeline, the tools and
equipment needed, and the personnel involved. Test the data collection process. Before I start
collecting data, test the data collection process to ensure that it is effective and efficient.
Collect the data according to the plan you developed in step 4. Make sure record the data
accurately and consistently. Next, Analyze the data. Once you have collected the data,
analyze it to draw conclusions and make recommendations. Report the findings of your data
analysis to the relevant stakeholders. This could be in the form of a report, a presentation, or a
publication.

In education, data collection methods are used to assess student performance and
measure the effectiveness of teaching methods. Standardized tests, quizzes, and exams are
commonly used to collect data on student learning outcomes. Teachers may also use
classroom observation and student feedback to gather data on teaching effectiveness.

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 5.0 AN ANALYSIS OF THE DATA COLLECTED, INCLUDING BOTH
QUANTITATIVE AND QUALITATIVE DATA.

There are several methods to analyze student learning data, both quantitative and
qualitative. Quantitative data can be used to compare student achievement on individual
items that correlate with your learning goals, compare students across years or across tracks
within the major to see where students are achieving and where they might need more
practice before graduation, analyze grade distribution in terms of what the grades mean and
how well they match your opinion of student progress toward mastery of department/program
learning objectives, and indicate change in students’ ability or performance using pre- and
post-tests. Qualitative data, on the other hand, can reveal the why or how behind the numbers.
It can be analyzed qualitatively using interpretive text analysis for meaning, themes, patterns
or quantitatively using content analysis counting the frequency of an idea, phrase, theme, or
pattern.

Data collection methods in educational research are used to gather information that is
then analyzed and interpreted. As such, data collection is a very important step in conducting
research and can influence results significantly. Once the research question and sources of
data are identified, appropriate methods of data collection are determined. Data collection
includes a broad range of more specific techniques. Historically, much of the data collection
performed in educational research depended on methods developed for studies in the field of
psychology, a discipline which took what is termed a “quantitative” approach. This involves
using instruments, scales, Tests, and structured observation and interviewing. By the mid- to
late twentieth centuries, other disciplines such as anthropology and sociology began to
influence educational researchers. Forms of data collection broadened to include what is now
called “qualitative” methods, with an emphasis on narratives, participant perspectives, and
less structured observation and interviewing. As contemporary educational researchers also
draw from fields such as business, political science, and medicine, data collection in
education has become a multidisciplinary phenomenon. Because data collection is such a
broad topic, General Overviews that attempt to cover all or most techniques tend to offer
introductory treatments. Few texts, however, provide comprehensive coverage of every data
collection technique. Instead, some cover techniques appropriate for either quantitative or
qualitative research approaches. Even more focus on one or two data collection methods
within those two research contexts. Consequently, after presenting general overviews, this

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entry is categorized by data collection appropriate for quantitative and Qualitative Data
Collection.

These sections, in turn, are subdivided into the major types of quantitative and qualitative
data collection techniques. While there are some data collection techniques specific to mixed
method research design, which implies a combination of qualitative and quantitative research
methodologies, these specific procedures are not emphasized in the present article readers are
referred to the Oxford Bibliography article Mixed Methods Research by Nancy Leech for a
comprehensive treatment of mixed method data collection techniques. To locate sources for
this article, extensive searches were performed using general-use Internet search engines and
educational, psychological, and social science research databases. These searches included
keywords around data collection and research methods, as well as specific data collection
techniques such as surveys, Tests, Focus Groups, and observation. Frequently cited texts and
articles, most recent editions at the time, and sources specific to educational research were
given priority. Once these sources were identified, their suggested readings and reference lists
were mined for other potential sources. Works or scholars found in multiple reference lists
were investigated. When applicable, book reviews in peer-reviewed journals were located and
taken into account when curating sources. Sources that demonstrated a high level of impact
or offered unique coverage of the topic were included.

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6.0 A CONCLUSION THAT SUMMARIZES YOUR FINDINGS AND PROVIDES
RECOMMENDATIONS FOR FUTURE TEACHING METHODS.

In conclusion, teaching methods, including the various types of teaching methods, play a
crucial role in creating a positive learning environment and ensuring that students are able to
reach their full potential. By understanding the strengths and weaknesses of each method and
how they can be used to promote learning, educators can create engaging and effective lesson
plans that help students develop the skills and knowledge they need to succeed.

Effective teaching methods are essential for creating an engaging and effective learning
environment, where students can learn and apply new concepts and skills. By understanding
the strengths and weaknesses of different teaching methods and how they can be used to
promote learning, educators can create engaging and effective lesson plans that help students
develop the skills and knowledge they need to succeed.