Scientific Reasoning Skills Among Arabic Secondary School Students and Its Relationship With Teaching Styles of Arabic Secondary School Brunei Darussalam Teachers

DOI

10.2991/iccd-19.2019.103How to use a DOI?

Keywords

Scientific reasoning skills, teaching styles, Arabic secondary schools

Abstract

This survey research aims to gauge the levels of students’ scientific reasoning skills and teachers’ teaching style at three Arabic secondary schools in Brunei Darussalam. The research design employed was that of a survey research. Using the stratified random sampling, a total of 60 students and 60 teachers were involved as the respondents of this study. Two research instruments were used for the data collection, namely the Scientific Reasoning Skills Test, and Teachers’ Teaching Style Inventory. The data were analysed descriptively using the frequency, percentage and mean, and inferentially by means of a t-test and Pearson Moment Product Correlation. The findings indicated that there are generally three levels of scientific reasoning skills, of which 83.3% of the students achieved the Level 1 (concrete operational), 16.7% achieved the Level 2 (transition operational), and none of the students achieved the Level 3 (formal operational). Generally, the scientific reasoning skills of Year 10 students at the Arabic secondary schools was at Level 1 (concrete operational) with an overall mean of 2.47. The thinking patterns indicate that, while 40 to 60% of the students were able to master the theoretical aspect, more than 85% of the students were weak in the aspect of giving reasons or correctly reasoning to the theory. On the basis of students’ perceptions, the findings also indicated two dominant teaching styles, namely the Expert and the Delegator. Overall, the correlation between students’ perceptions on teacher teaching style and the levels of scientific reasoning indicated that there was no significant relationship between the two variables. Accordingly, the dominant teaching styles of the teachers could not be matched to the levels of scientific reasoning skills of the students. In conclusion, this research not only manifests a benchmark of scientific reasoning skills among students in the Arabic secondary schools in Brunei Darussalam, it also opens an avenue for other researchers to explore scientific reasoning skills at depth so that a teaching model could be generated to reinforce students’ scientific reasoning skills.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Noor Shah Saad
AU  - Eng Tek Ong
AU  - Akhsanul In’am
PY  - 2019/10
DA  - 2019/10
TI  - Scientific Reasoning Skills Among Arabic Secondary School Students and Its Relationship With Teaching Styles of Arabic Secondary School Brunei Darussalam Teachers
BT  - Proceedings of the 6th International Conference on Community Development (ICCD 2019)
PB  - Atlantis Press
SP  - 391
EP  - 396
SN  - 2352-5398
UR  - https://doi.org/10.2991/iccd-19.2019.103
DO  - 10.2991/iccd-19.2019.103
ID  - Saad2019/10
ER  -