International Journal of English Language Education
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Pressure to Improve Scores in Standardized English Examinations and their Effects on Classroom Practices
1. Noor AsmaIffah Zakaria; 2. Arshad Abd. Samad; 3. Zoharahbte Omar.
1.Faculty of Educational Studies Universiti Putra Malaysia, 43400 Serdang, SELANGOR; 2. Faculty of Educational Studies Universiti Putra Malaysia, 43400 Serdang, SELANGOR 3. Faculty of Educational Studies Universiti Putra Malaysia, 43400 Serdang, SELANGOR
This study surveys English language teachers’ pressure to improve students’ scores in
standardized English examinations and how it has affected their classroom practices. The
purpose of this study is to explore the teachers’ level of pressure to improve students’
performance in the examination. This study also seeks to investigate whether there are any
differences in terms of classroom practices between teachers who express high pressure and
low pressure. In this study, classroom practices are determined by four variables which are; (i)
test preparation activities, (ii) mode of instruction during English lesson, (iii) instructional
content, and (iv) teachers’ involvement in motivational practices. Responses were analysed
using Multivariate Analysis of Variance (MANOVA) to determine whether there is any significant difference in terms of the four classroom practices variables and the pressure
subgroups. This study found that teachers are pressured to improve students’ scores in
standardized English examinations. Further, there are significant differences between teachers
experiencing high pressure and low pressure in terms of their classroom practices, mode of
instruction, instructional content and motivational practices.
standardized examinations, pressure, classroom practices
Date Deposited : 26 Apr 2014 12:27
Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/4524/3726
Last Modified : 26 Apr 2014 12:27
Volume 2, Number 1, - 2014 , ISSN 2325-0887
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