Malaysian science teachers’ tech-infused instruction and assessment strategies
List of Authors
  • Nur Aina Athirah Juhari , Zuraimi Zakaria

Keyword
  • Science Teaching, Science Assessment, Digital Tools, Web-Based Platform, ICT

Abstract
  • Science education consistently displays unique traits shaped by evolving educational landscapes, as well as global trends and developments. Despite global enthusiasm for technology in education, there is a notable dearth of studies on Malaysian science teachers' skills in integrating instructional technology. Studies in this region seldom delve deeply into the use of specific Information and Communication Technology (ICT) tools and web platforms in teaching and assessment, indicating a significant gap in the literature on technology integration in Malaysian science classrooms. This paper presents a study carried out involving a survey of 36 science teachers across 16 secondary schools in a district in Kelantan, one of the eastern states in Malaysia. It aimed to achieve the following research objectives: 1) To examine science teachers’ use of digital tools and technology in lesson planning and the development of educational materials; 2) To investigate science teachers’ incorporation of technology into their science instruction; and 3) To determine how technology is integrated into the science assessment and reporting process. The findings reveal a high level of digital resourcefulness among teachers, contrasting with prior studies that indicated minimal technological integration in Malaysian classrooms. Teachers predominantly relied on web resources like YouTube and online textbooks for lesson planning, while Microsoft PowerPoint and Google Slides were frequently used in instruction. Google Classroom and Quizizz were identified as the most common platforms in science assessments. The findings highlight a significant shift in technology usage, advocating for continued professional development, collaborative networks, and policy reforms to further integrate technology into science education. It also suggests that future studies should focus on more specific aspects of technology use, aiming to enhance its impact on teaching methodologies and curriculum alignment, thus making a significant contribution to the discourse on instructional technology in Malaysian science education.

Reference
  • 1. Alpuerto R.J.C. (2022). Science teachers’ experiences on ICT integration: Challenges, coping mechanisms and opportunities. International Journal of Interdisciplinary Studies, 3(2), 136-145. https://doi.org/10.51798/sijis.v3i2.254 2. Amigo, N.A., Damaso, T.C., Diego, S.A., Laciste, J.R., Lagura, R.T., & Tagata, R.B. (2023). Challenges in teaching science and its transition to post-pandemic education. American Journal of Multidisciplinary Research and Innovation, 2(3), 15-22. 3. Antonio, R.P., & Prudente, M.S. (2024). Effects of inquiry-based approaches on students’ higher-order thinking skills in science: A meta-analysis. International Journal of Education in Mathematics, Science and Technology, 12(1), 251-281. https://diu,irg/10.46328/ijemst.3216 4. Arpaci, I. Dogru, M.S., Kanj, H., Ali, N., & Bahari, M. (2023). An experimental study on the implementation of a STEAM-based learning module in science education. Sustainability, 15(8). https://doi.org/10.3390/su15086807 5. Awang, H., Mat Aji, Z., Mohd Yaakob, M.F., Sheik Osman, W.R., Mukminin, A., & Habibi, A. (2018). Teachers’ intention to continue using Virtual Learning Environment (VLE): Malaysian Context. Journal of Technology and Science Education, 8(4), 439-452. https://doi.org/10.3926/jotse.463 6. Awang, H., Mat Aji, Z., Sheik Osman, W.R., Al-Mashhadani, A.F.S., & Mat Deli, M. (2020). Exploring teachers’ satisfaction toward Virtual Learning Environment: Malaysian perspective. Solid State Technology, 63(3). 7. Cairns, D., & Areepattamannil, S. (2019). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education, 49, 1-23. 8. Campbell, C., Al Harthi, A., & Karimi, A. (2015, June). Evaluation of the learning designs of cloud-based content using the TPACK framework. In Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 302-309). 9. Cheok, M.L., Wong, S.L., Ayub, A.F., & Mahmud, R. (2017). Teachers’ perceptions of e-learning in Malaysian secondary schools. Malaysian Online Journal of Educational Technology, 5(2), 20-33. 10. Chieng, Y.E. & Tan, C.K. (2021). A sequential explanatory investigation of TPACK: Malaysian science teachers’ survey and perspective. International Journal of Information and Education Technology, 11(5), 235-241. DOI:10.18178/ijiet.2021.11.5.1517 11. Christopoulos, A. & Sprangers, P. (2021). Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8(1), https://doi.org/10.1080/2331186X.2021.1964690 12. Falloon, G. (2020) From digital literacy to digital competence: The teacher digital competency (TDC) framework. Education Technology and Research Development, 68, 2449–2472. https://doi.org/10.1007/s11423-020-09767-4 13. Gewin V. (2020). Five tips for moving teaching online as COVID-19 takes hold. Nature, 580, 295–296. 14. Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191. 15. Ichsan, I.Z., Hasanah, R., Ristanto, R.H., Rusdi, R., Cahapay, M.B., Widiyawati, Y., & Rahman, M.M. (2019). Designing and innovative assessment of HOTS in the science learning. Jurnal Penelitian dan Pembelajaran IPA, 6(2), 211-224. DOI: 10.30870/jppi.v6i2.4765. 16. Jackson, W.M.; Binding,M.K.; Grindstaff, K.; Hariani, M., & Koo, B.W. (2023). Addressing sustainability in the high school biology classroom through socioscientific issues. Sustainability, 15, 57-66. https://doi.org/10.3390/su150 17. Kostur, H.I. (2023). Assessment of STEM projects: Tacit perspective of Turkish science education. Journal of STEAM Education, 6(1), 61-83. https://doi.org/10.55290/steam.1167600 18. Li, J.; Yang, S.; Chen, C.; Li, H. The Impacts of COVID-19 on distance education with the application of traditional and digital appliances: Evidence from 60 developing countries. International Journal of Environmental Research and Public Health, 19, 63-84. https://doi.org/10.3390/ijerph19116384 19. Mansoor, S., & Din, M. (2023). An analysis of single national curriculum of general science at primary level with the lens of 21st century skills. Pakistan Journal of Educational Research, 6(2). https://doi.org/10.52337/pjer.v6i2.831 20. Ministry of Education. (2012). National Education Policy. Retrieved from https://www.moe.gov.my. 21. Ministry of Education. (2012). Educational policy planning and revision division. Retrieved from https://www.moe.gov.my . 22. Ministry of Education (2013.) Malaysia education blueprint, 2013-2025. Putrajaya: Ministry of Education. 23. Nahar, L. (2023). The effects of standardized tests on incorporating 21st century skills in science classrooms. Integrated Science Education Journal, 4(2), 36-42. http://dx.doi.org/10.37251/isej.v4i2.324 24. Nuraeni, N., & Walahe, D. (2023). The Evolution of science education: Trends and challenges in the 21st century. Journal of Training Education Science and Technology, 1(1). https://doi.org/10.51629/jtest.v1i1.172 25. Omar, M.K., & Mohmad, I.R. (2023). Pedagogy, ICT skills and online teaching readiness as factors on digital competency practices among secondary school teachers in Malaysia. Asia Journal of Vocational Education and Humanities, 4(1), 1-9. https://doi.org/10.53797/ajvah.v4i1.1.2023 26. Radhamani, R., Kumar, D., Nizar, N., Achuthan, K., Nair, B., & Diwakar, S. (2021). What virtual laboratory usage tells us about laboratory skill education pre- and post-COVID-19: Focus on usage, behavior, intention and adoption. Education Inf. Technology, 26(6), 7477-7495. DOI: 10.1007/s10639-021-10583-3. 27. Raman, K., & Yamat, H. (2014). Barriers teachers face in integrating ICT during English lessons: A case study. Malaysian Online Journal of Educational Technology, 2(3), 11-19. 28. Rashid, A.H.A., Shukor, N.A., Tasir, Z., & Kew, S.N. (2021). Teachers’ perceptions and readiness toward the implementation of virtual learning environment. International Journal of Evaluation and Research in Education, 10(1), 209-214. DOI: 10.11591/ijere.v10i1.21014 29. Ray, S., & Srivastava, S. (2020). Virtualization of science education: A lesson from the COVID-19 pandemic. Journal of Proteins Proteom, 11(2), 77-80. DOI: 10.1007/s42485-020-00038-7 30. Reiss, M.J. (2020). Science education in the light of COVID-19: The contribution of history, philosophy and sociology of science. Science Education, 29(4), 1079-1092. DOI: 10.1007/s11191-020-00143-5 31. Sulaiman, M. & Wok, W.C.W. (2018). Tinjauan tentang pengetahuan dan penerimaan terhadap pengajaran terbeza dalam kalangan siswa pendidik program ijazah sarjana muda perguruan. IPG Kampus Bahasa Melayu, Kuala Lumpur. 32. Tadasse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 8(10). DOI: 10.4236/jss.2020.810011 33. Thah, S. S. (2014). Leveraging Virtual Learning Environment to scale up quality teaching and learning in Malaysia. Asia-Pacific Collaborative education Journal, 10(1), 1-17. 34. Ulyawati, U., & Sugito, S. (2022). Digitization of elementary school science learning in the Industrial Era 4.0. Al-ISHLAH Jurnal Pendidikan, 14(2), 2049-2064. http://dx.doi.org/10.35445/alishlah.v14i2.746 35. Umar, I.N., & Abu Hassan, A.S. (2015). Malaysian teachers’ level of ICT integration and its perceived impact on teaching and learning. Procedia – Social and ehavioral Sciences, 197, 2015-2021. 36. Umar, I.N., & Mohd Yusoff, M.T. (2014). A study on Malaysian teachers’ level of ICT skills and practices, and its impact on teaching and learning. Procedia – Social and Behavioral Sciences, 116, 979-984. 37. Valtonen, T., Hoang, N., Sointu, E., Näykki, P., Virtanen, A., Pöysä-Tarhonen, J., ... & Kukkonen, J. (2021). How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective. Computers in Human Behaviour, 116. 38. Wordu, H., & Pepple, E. (2019). Strategic resources for curriculum implementation practices for Sustainable Development Goals (SDGs): Achievement in Rivers State. International Journal of Innovative Psychology and Social Development, 7(1), 63-74. 39. World Bank (2021). Learning losses from COVID-19 could cost this generation of students close to $17 trillion in lifetime earnings. https://www.worldbank.org/en/news/press-release/2021/12/06/learning-losses-from-covid-19-could-cost-this-generation-of-students-close-to-17-trillion-in-lifetime-earnings