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Pertanika J. Soc. Sci. & Hum. 5(1): 21-27 (1997) ISSN: 0128-7702 © Universiti Putra Malaysia Press Subject Matter Knowledge of Student Teachers: How Does it Affect Their Ability to Teach Entrepreneurship ZAlDATOL AKMALIAH LOPE PIHIE and RAMLAH HAMZAH Fakulti Pengajian Pendidikan Universiti Putra Malaysia 43400 UPM, Serdang, Selangor, Malaysia Keywords: subject matter knowledge, student teachers, teaching ability, entrepreneurship education, teacher professional development ABSTRAK Kajian ini mengkaji prestasi akademik 64 orang guru pelatih Universiti Penanian Malaysia dan persepsi merek<! terhadap keupayaan mengajar topik perdagangan dan keusahawanan dalam silabus Kemahiran Hidup. Dapatan menunjukkan (1) terdapat perbezaan yang singnifikan antara prestasi akademik responden dengan program pengajian mereka, (2) taraf kemasukan pelajar mempengaruhi pencapaian akademik dan (3) pencapaian akademik yang tinggi menghasilkan keupayaan yang tinggi untuk mengajar kompenan perakaunan. Kajian ini mencadangkan pemilihan guru hendakJah berdasarkan pengalaman mengajar Kemahiran hidup dan juga prestasi akademik yang memuaskan. Dalam usaha menghasilkan guru yang profesional, pengetahuan guru dalam subjek yang diajar hendaklah ditambah melalui pengambilan beberapa kursus berkaitan. ABSTRACT This study investigated 64 UPM student teachers' academic performance and their perception of their ability to teach commerce and entrepreneurship topics in the living skills syllabus. The findings show that (1) there is a significant difference between academic programmes and academic performance of the respondents, (2) entry qualifications influence academic pelformance of the respondents, and (3) high academic performance results in high ability to teach accounting components. This study suggests that proper selection of vocational teacher trainees should be made to ensure beller skills teachers. Selection should be based on experience in teaching living skills and satisfactory academic achievement. To produce professional teachers, teachers' subject maller knowledge should be increased by enrolling in several related courses. INTRODUCTION Guyton and Farokhi (1987) agreed that if prospective teachers are recruited from among the academically best candidates, if they perform well in university courses, if they possess basic skills competency and are educated extensively in their academic disciplines, and if they are placed in schools under the guidance of master teachers, then highly competent teachers will emerge. Currently, subject matter knowledge of teachers is highly emphasized. The nature of teachers' professional development varies con- siderably across different nations. According to Calderhead (1995) ..."how we prepare new teachers for the profession, how we support them in their first post as teachers, and how we help them to develop in their future careers varies widely". He also agreed that the training of teachers is seen as a key influence in the improvement of education. Adler (1982) suggested that teachers should themselves be at least as well-schooled as the graduates of the schools in which they are expected to teach. Clark and Elmore (1981) reported that teachers adapt curricula to fit their knowledge and Calderhead (1995) explained that studies of novice and experienced teachers suggest that the competent teacher possesses an enormous diversity of knowledge - not only about subject matter, but about children, teaching and the classroom context - that enables teachers to make sense of classrooms and to monitor and shape their classroom routines and behaviour.

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Page 1: Subject Matter Knowledge of Student Teachers: How Does it ...psasir.upm.edu.my/3174/1/Subject_Matter_Knowledge_of_Student_Teachers... · terhadap keupayaan mengajar topik perdagangan

Pertanika J. Soc. Sci. & Hum. 5(1): 21-27 (1997) ISSN: 0128-7702© Universiti Putra Malaysia Press

Subject Matter Knowledge of Student Teachers: How Doesit Affect Their Ability to Teach Entrepreneurship

ZAlDATOL AKMALIAH LOPE PIHIE and RAMLAH HAMZAHFakulti Pengajian Pendidikan

Universiti Putra Malaysia43400 UPM, Serdang, Selangor, Malaysia

Keywords: subject matter knowledge, student teachers, teaching ability, entrepreneurship education,teacher professional development

ABSTRAK

Kajian ini mengkaji prestasi akademik 64 orang guru pelatih Universiti Penanian Malaysia dan persepsi merek<!terhadap keupayaan mengajar topik perdagangan dan keusahawanan dalam silabus Kemahiran Hidup. Dapatanmenunjukkan (1) terdapat perbezaan yang singnifikan antara prestasi akademik responden dengan programpengajian mereka, (2) taraf kemasukan pelajar mempengaruhi pencapaian akademik dan (3) pencapaianakademik yang tinggi menghasilkan keupayaan yang tinggi untuk mengajar kompenan perakaunan. Kajian inimencadangkan pemilihan guru hendakJah berdasarkan pengalaman mengajar Kemahiran hidup dan jugaprestasi akademik yang memuaskan. Dalam usaha menghasilkan guru yang profesional, pengetahuan gurudalam subjek yang diajar hendaklah ditambah melalui pengambilan beberapa kursus berkaitan.

ABSTRACT

This study investigated 64 UPM student teachers' academic performance and their perception of their abilityto teach commerce and entrepreneurship topics in the living skills syllabus. The findings show that (1) thereis a significant difference between academic programmes and academic performance of the respondents, (2)entry qualifications influence academic pelformance of the respondents, and (3) high academic performanceresults in high ability to teach accounting components. This study suggests that proper selection of vocationalteacher trainees should be made to ensure beller li\~ng skills teachers. Selection should be based onexperience in teaching living skills and satisfactory academic achievement. To produce professional teachers,teachers' subject maller knowledge should be increased by enrolling in several related courses.

INTRODUCTION

Guyton and Farokhi (1987) agreed that ifprospective teachers are recruited from amongthe academically best candidates, if they performwell in university courses, if they possess basicskills competency and are educated extensivelyin their academic disciplines, and if they areplaced in schools under the guidance of masterteachers, then highly competent teachers willemerge.

Currently, subject matter knowledge ofteachers is highly emphasized. The nature ofteachers' professional development varies con­siderably across different nations. According toCalderhead (1995) ... "how we prepare newteachers for the profession, how we supportthem in their first post as teachers, and how we

help them to develop in their future careersvaries widely". He also agreed that the trainingof teachers is seen as a key influence in theimprovement of education. Adler (1982)suggested that teachers should themselves be atleast as well-schooled as the graduates of theschools in which they are expected to teach.

Clark and Elmore (1981) reported thatteachers adapt curricula to fit their knowledgeand Calderhead (1995) explained that studies ofnovice and experienced teachers suggest thatthe competent teacher possesses an enormousdiversity of knowledge - not only about subjectmatter, but about children, teaching and theclassroom context - that enables teachers tomake sense of classrooms and to monitor andshape their classroom routines and behaviour.

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Zaidatol Akmaliah Lope Pihie and Ramlah Hamzah

On the other hand, Berliner (1987) commentedthat novice teachers only make simpler, common­sense interpretations of classroom events, andare less able to anticipate possibilities and actaccordingly. Calderhead (1995: 3) concludedthat

"since children's own backgrounds varyconsiderably and they approach a subject withparticular understanding of their own, so teachersneed a wide repertoire of pedagogical contentknowledge to cater for children's individualdifferences. The analogy that works for onechild, for example, may be completelymeaningless to another. ,.

Debate about the knowledge base for teachereducation is at the core of the move to establishprofessional standards for teaching (Beaudry1991). Grossman (1989) agreed that teachersmust have a theoretical understanding of howstudents Jearn a particular subject in addition to

a knowledge of the subject material itself.Entrepreneurship stands as part of the new

frontier in the 1990s. Porter and McKibbin(1988) mentioned 3 ideas that stand out inimportance [or entrepreneurship education.First, they predicted that entrepreneurism wouldbe one of the driving forces of the 21st centuryeconomy. The second key idea identified wascross-functional integration, which is central toentrepreneurship and small businessmanagement, as an important part of futurebusiness education. The third idea, relating tostaff development, stressed the need for thefaculty to understand their specialty in the largesystem of business. This type of business academicinteraction defines a hallmark of the academicfield of entrepreneurship (Katz 1991).

Evans (1987), Hess (1987), Atkinson (1989),Gleason (1989), Vawdrey (1989), Daughtery andRistau (1991) and Massey (1990) agreed that ifentrepreneurship is to permeate all of educationthen all teacher training efforts should includepreparation in the concepts and practices ofentrepreneurship. The agenda of teachereducation institutions must address the criticalneed for informed and competent teachers.

In Malaysia, a new subject in KurikulumBaru Sekolah Menengah (KBSM) (the newsecondary school syllabus) called Living Skillswas introduced in 1989 to replace pre-vocationalor elective subjects (agriculture science, homeeconomics, commerce, and industrial arts). Itconsists of 3 core components (manipulative

skills, Commerce and entrepreneurship and selfmanagement) and the elective part consists of 3areas (agriculture science, home economics andadditional manipulative skills). All Form 1, 2and 3 pupils are required to study the subject.Thus commerce and entrepreneurship elementsbecome compulsory for all lower secondarystudents. Since living skills is a new subject,teachers were not trained specifically for thesubject, but they were given in-service trainingto learn the subject matter. The elective teacherswere asked to teach the core component ofliving skills, including commerce anden trepreneurship. The topics covered undercommerce and entrepreneurship syllabus arevery broad - 85 topics, including 21 accountingtopics.

Research has been conducted on theimplementation of living skills in KBSM (Sharifahet at. 1990; Ramlah 1992). All the researchersreported problems of teaching living skills, andsuggestions were given on how to improve theteaching-learning situation. Ramlah (1992) alsofound that living skills teachers had lowconfidence in teaching accounting topics andhad average confidence in teaching other topicsin commerce and entrepreneurship for the Form1 syllabus. She also indicated that teachers withan agriculture science background had moreconfidence in teaching topics related to

agriculture, but not the other core componentsof living skills including commerce andentrepreneurship. The purpose of this study wasto: (a) assess agriculture and home economicsstudent teachers' ability to teach topics incommerce and entrepreneurship in the livingskills subject; (b) assess students teachers'knowledge. Their knowledge was measured interms of academic achievement in accounting,commerce and entrepreneurship, as well ascumulative grade point average (CGPA); (c) to

determine the relationship between studentteachers' academic performance and their abilityto teach.

MATERIALS AND METHODS

Subjects

The subjects for the study consisted of all the 64Universiti Putra Malaysia final-year Educationstudents majoring in Agriculture and HomeEconomics in the 1993/94 session. They wereselected because they were required to take"living skills" as their minor. These students

22 PertanikaJ. Soc. Sci. & HUIll. Vol. 5 No.1 1997

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Subject Matter Knowledge of Student Teachers

were exposed to two business courses in a livingskills minor package at Faculty of EducationalStudies, Universiti Putra Malaysia.

Instnlment

The instrument was developed by the researchers.Part one of the instrument covered thebackground information of the students. Part 2was concerned with the ability to teach. All the85 commerce topics found in the syllabus forForms 1, 2 and 3 were considered. Studentteachers' ability to teach was measured by usingthe Likert scale: 1 indicates very low and 5indicates very high. The number of itemsmeasured was 85 and the reliability of the itemswas found to be .95. The third part of theinstrument was the academic performance ofthe students, which was measured using CePAand test scores for 2 business-related courses.Data on CePA were obtained from the students'records and their scores for business courseswere obtained from the lecturers involved inteaching the subjects.

FINDINGS

Profile of Respondents

Table 1 shows that most of the education studentsmajoring in Agriculture Science and HomeEconomics were Diploma and Higher SchoolCertificate holders.

TABLE I

Students' programme entry qualification

TABLE 2Student teachers' CePA and teaching experience

High Low Total

Trained teachers 7 11 18Non-teachers 17 29 46

Total 24 40 64

Note: High = first class + second class upper

Low = second class lower + third class

TABLE 3Student teachers' programme and performance in

commerce and entrepreneurship

Programme High Low Total

Agriculture Science 23 11 34Home Economics 8 22 30

Total 31 33 64

Chi square 10.71659D.F. 1Significance .00106

Table 4 shows the score for agriculture andhome economics students in accoul1ling. Chisquare analysis indicates that there is nosignificant difference betw'een the two groups ofstudents since p = .739.

TABLE 4Programme of student teachers and their

performance in accounting

Agriculture 15 11 8 34ScienceHome 12 8 10 30EconomicsTotal 27 19 18 64

Programme High Low Total

Agriculture Science 19 15 34Home Economics 18 12 30

Total 37 27 64

Programme Diploma/HSC

Trained Matricu- TotalTeachers lation &

Promoted

Chi squareD.F.

.110791

Table 2 shows that the CePA of most of therespondents was in the low category - secondclass lower and third class.

Table 3 shows the scores in commerce andentrepreneurship for agriculture and homeeconomics students. Most of the agriculturestudents have higher scores than the homeeconomics students; this difference is significantat .05.

Table 5 shows that agriculture students havehigher CePA than home economics students,and this difference is significant at .05 level.

Table 6 shows that most students whojoined the programme based on Diploma andHSC qualifications had higher scores forcommerce and entrepreneurship, accountingand CePA, whereas a significant number ofteachers had a low score in all these areas.Matriculation and promoted students, too, had

PertanikaJ. Soc. Sci. I/.: HUIll. Vol." No. ] 1997 23

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Zaidatol Akmaliah Lope Pihie and Ramlah Hamzah

TABLE 7Race and academic achievement of

student teachers

TABLE 5Programme of student teachers and their CGPA

TABLE 6Academic achievement and entry qualifications of

student teachers

Commerce andEntrepreneur- Accounting CGPA

ship

Sig.t-valueMean s.d.

GenderFemale 70.0909 11.969 .63 .531Male 68.1500 10.038

ProgrammeAg. Sc. 69.2059 10.365 -.21 .836Home 69.8000 12.560Econ.

Note: * p < .05

Mean s.d. t-value Sig.

GenderFemale 76.1364 5.246 -2.55 .013*Male 79.7000 5.069

ProgrammeAg. Sc. 79.5000 5.490 3.92 .000*Home 74.7000 4.087Eco.

Note: * p < .05

TABLE 9Difference between demographic variables and

commerce and entrepreneurship score

TABLE 8Difference between demographic variables and

accounting score

commerce and entrepreneurship, accountingand CGPA than bumiputera students.

Tables 8, 9, 10 and 11 show the significantdifferences between gender and programme ofrespondents with academic achievement. Thereis a significant difference between programmeof respondents and scores on commerce andentrepreneurship and CGPA, where agriculturestudents have a higher mean than homeeconomics students. There is also a significantdifference between gender of respondents andscores on commerce and entrepreneurship andCGPA, where male students have a higher meanthan female students. There is no significantdifference between gender and programme ofstudents and accounting score, as shown inTable 8.

5.57759I.01819.29521 Significance = .01788

High Low High Low High Low

Diploma/ 14 13 21 6 16 11HSCTeachers 5 14 8 11 4 15Matricu- 12 6 8 10 7 11lation/Promoted

Total 31 33 37 27 27 37

Programme High Low Total

Agriculture Science 19 15 34Home Economics 8 22 30

Total 27 37 64

Chi squareD.F.SignificancePearson's R

low scores on those aspects, except forcommerce and entrepreneurship. Promotedstudent are the first year diploma students inUPM who had attained a certain cumulativegrade point average and had been promoted tothe first year degree programme in the Facultyof Educational Studies, UPM.

Table 7 shows that a higher percentage ofthe non-bumiputera students scored higher for

Commerce andEn trepreneur- Accoun ting

shipCGPA

TABLE 10Difference between demographic variables

and CGPA

High Low High Low High Low

Bumiputera 23 29 26 26 15 37Non-bumi- 8 4 11 1 9 3putera

Note: Bumiputera(n) = 52Non-bumiputera (n) = 12

Total 31 33 37 27 24 40

Mean s.d. t-value Sig.

GenderFemale 2.8963 .273 -.92 .363Male 2.9681 .326

ProgrammeAg. Sc. 3.0222 .298 3.26 .002*Home 2.8014 .233Eco.

Note: * = p < .05

24 PenanikaJ. Soc. Sci. & Hum. Vol. 5 No. I 1997

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Subject Matter Knowledge of Student Teachers

TABLE 11Mean and standard deviation of the variables

Variables Mean Standard Deviation

Ability 307.328 37.769cePA 2.919 .290Commerce and 77.250 5.413

En trepreneurshipAccounting 69.484 11.357

Table 12 shows the correlation of ability to

teach, CGPA, score on commerce andentrepreneurship, and score on accounting.

TABLE 12Correlation of variables

Ability CePA Com. & Acct.to teach Entrp. Score

Score

Ability .162 -.056 .338*cePA .162 .644* .456*Commerce & -.056 .644* .239*Entrepreneur-shipAccounting .338* .456* .239*

* = p < .05

Even though students were exposed only toa few business courses, those who have higheracademic performance tend to have a higherability to teach, and vice versa. This can beexplained by their background. According tothe current pattern of courses taken byagriculture and home economics students, noteven one business course related to the livingskills syllabus was included as a technical coursein their major programmes. But all agriculturestudents have the opportunity to learn a fewother related business courses such as agricultureeconomics, farm management, and principles ofeconomics. Diploma holders have studied threeextra business courses such as introduction toaccounting, introduction to agriculturaleconomics; basic economics; all these courseshave contributed to their performance in bothsubjects, commerce and entrepreneurship andalso accounting. With this background, there isno doubt that they have more confidence inteaching the business topics as requiredcompared to teachers and matriculation studentswho do not have such a background. Theirbackground also contributed to the differences

in scores for commerce and entrepreneurshipcompared to home economics students.

The findings show that those who have highCGPA are those students enrolled in AgriculturalEducation who were selected for the programmebased on their entry qualifications, that isDiploma in Agriculture and HSCjSTPM. Theresearchers found that those students who arenot teachers had a higher score in commerceand entrepreneurship, accounting and CGPA.

The findings also illustrate the significantdifference between demographic variables andacademic achievement in terms of gender andprogramme. It was also found that a majority ofnon-bumiputera students tend to have a higherscore than the bumiputera students in all threeareas; this is because the majority of the non­bumiputera students are HSC holders.Agriculture students tend to have higher scoresin commerce and entrepreneurship and CGPAthan home economics students. Respondentswho are high achievers tend to be diploma andHSC holders as discussed above. They have ahigher ability to teach because they understandthe content of the subject better, especially incommerce and entrepreneurship and accountingtopics, than those who are in the lower category.

The commerce and entrepreneurshipsyllabus is quite broad and consists of a variety oftopics which could not be covered merely bytaking two business courses. Even though thestudents had high academic performance theystill do not have a high perception of theirability to teach the whole components in thecommerce syllabus. The only explanation forthis situation is that students are not reallyexposed to all the topics required by the livingskills syllabus due to the time factor and limitedcourses. Other courses should be introduced inthe minor package to cover all commerce andentrepreneurship topics as required. Thesituation is different for accounting topicsbecause by taking one accounting course, thehigh ability students manage to understand themain contents of the 21 topics in the syllabus.The teaching strategy to conduct both relatedcourses should be modified to suit the differences111 the background of respondents.

CONCLUSION

Based on the findings of the study, the followingconclusions can be made.

PenanikaJ. Soc. Sci. & Hum. Vol. 5 No.1 1997 25

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Zaidalol Akl1laliah Lope Pihie and Ral11lah HanlZah

1. There is a significant difference betweenprogramme and academic achievement ofrespondents. Agriculture students have higherCePA scores, and better results on thecommerce and entrepreneurship course thanthe home economics students.

2. Diploma and HSC holders have higher scoreson commerce and entrepreneurship,accounting and CePA than teachers andmatriculation students.

3. Non-bumiputera students have a higher scoreon commerce and entrepreneurship,accounting and CePA than bumiputerastudents.

4. There is no significant relationship betweenstudent teachers' ability to teach and students'CePA.

5. There is a significant relationship betweenstudents' score in accounting and their scorein the commerce and entrepreneurship course.

6. There is a significant relationship betweenstudents' CePA and accounting performance.

7. There is a significant relationship betweenstudents' CePA and commerce andentrepreneurship performance.

8. There is a significant relationship betweenstudents' ability to teach and their accountingperformance.

RECOMMENDATIONS

1. Both programmes should continue to consideradmitting diploma and HSC holders to theprogramme since they have a higher abilitythan the other groups of students.

2. Teachers should be given more opportunityto learn the accounting subject according totheir pace, since their entry qualification isnot as high as diploma, HSC or matriculationstudents. This could be done by having a full­time lecturer teaching the accountingcomponents and arranging tutorials asrequired.

3. More business-related courses suitable to therequirements of the living skills syllabus shouldbe introduced. The current commerce anden trepreneurshi p course should be dividedinto 2 separate courses so that the 64 topics",ill be taught deeply and not only superficially.

4. Nell' courses should be in troduced so thatstudents could be exposed to higher levelsubject matter beyond school syllabus so thatthey ",ill be more knowledgeable and moreconfident in teaching the subject matter. For

this reason, a minor in living skills is notsuitable for all categories of students, unlessthey are admitted based on their experienceand knowledge related to business.

5. Different approaches should be used tohandle different categories of students inagriculture and home economics education.Different groups have different abilities anddifferent needs to understand the demandsof the subjects.

6. Matriculation students should be consideredfor admission to the programmes only if theyare really interested to teach and do notperceive teaching as a second choiceprofession.

7. Co-ordinator of both programmes, Agricultureand Home Economics Education should advisestudents before they take living skills as theirminor. In addition, selection of teacher traineesin vocational areas should not be based onlyon their experience in teaching agriculturalscience or home economics but also considertheir experience in teaching commerce andentrepreneurship or living skills.

8. Students with "teaching experience" also needto undergo teaching practice because theirprevious experience was not related at all tothe nell' subject matter.

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PenanikaJ. Soc. Sci. &: Hum. Vol. 5 ;-":0.1 1997 27