Assessment of the lower secondary Chinese language syllabus among teachers Online publication date: Wed, 14-Oct-2015
by Fong Peng Chew; Chooi Hoon Yong
International Journal of Applied Systemic Studies (IJASS), Vol. 6, No. 2, 2015
Abstract: The study was conducted based on the conceptual framework of CIPP to evaluate teachers' view on Chinese language syllabus at lower secondary schools in Selangor State, Malaysia. The study involved 111 teachers from Chinese schools from different backgrounds. Questionnaires were used as the research instruments and research questions used Likert scale as the measurement. The results showed the students in NTSS appreciate the aesthetic values better in the process of teaching and learning of Chinese language, but the students at NSS performed better in interpersonal skills and maintaining the skills of information. Three hours was not sufficient for teaching Chinese language for the teachers. The results of t-test showed no significant differences in views between the teachers from NSS and NTSS in their assessment of the syllabus. Teachers recommended that they should be given more opportunities in curriculum planning and that the syllabus objectives should be summarised.
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