The policy of teaching Mathematics and Science in English for Primary One, Lower Secondary One, and Lower Six classes in all government schools had been launched by the Malaysian government in 2003. A pre-survey shows that some teachers felt that they lacked proficiency in English and were incompetent in integrating ICT into the teaching and learning process. This paper highlights the attributions for success and failure in Mathematics and Science instructions of Secondary One Mathematics and Science teachers. A total of 325 Mathematics and Science teachers from two districts in the state of Selangor were involved. The Mathematics and Science Instruction Causal Attribution Scale (MSICAS) was used. The result shows that there is significant difference in attributing success and failure for instructions between Mathematic and Science teachers to external factor i.e. environment, with t(319)=2.15, p<.05. The findings imply that the dimension of internality/externality plays crucial role in explaining success and failure in relation to subject instruction. The findings were further discussed and the conclusion was drawn.
|Keywords:||Attribution for Success and Failure, Mathematics and Science Instructions, Internality, Externality, ControllabIlity, Stability|
Lecturer, Department of Educational Psychology and Counseling, Faculty of Education, University of Malaya, Malaysia
Lecturer, Department of Mathematics and Science Education, Faculty of Education, University of Malaya, Malaysia
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