THE RELATIONSHIP BETWEEN PERCEPTION OF LEARNING AND TEACHING PRACTICES OF
LECTURERS:
A STUDY OF EDUCATORS AT IIUM
BY
SSALI MUHAMMADI BISASO
A dissertation submitted in partial fulfilment of the requirements for the degree of master of Education
(Curriculum and Instruction)
Institute of Education International Islamic University
Malaysia
JUNE 2010
ii
ABSTRACT
Education has become an important means of interaction since humans use educational institutions to teach students mechanisms of dealing with needs in this world. The learning process therefore is regarded as one of the most critical undertakings of the education system and it is largely inextricably interwoven with the competence of the educators and its effectiveness requires the comprehensive knowledge of the pedagogical underpinnings thereto. Therefore, the learning process requires learner’s immense effort and educator’s effective techniques of teaching.
Some of the essential aspects of the teaching and learning process include the teaching and learning activities used in delivering the content. This however largely depends on what the educators consider viable for the students which is synonymous with the way they perceive the learning process. If the perceptions of educators about the learning process are not worthwhile and thus incompatible with the general thrusts of the institution and education system in general, then effectiveness of instructional outcomes will be a myth than a reality since these perceptions will be translated into the actual classroom teaching practices. Moreover when some educators undertake to handle instruction, yet they lack the foundational and therefore basic pedagogical ideas thereto, it leaves a lot to be desired whether effectiveness of their teaching and learning processes will be commendable or rather be castigated. The purpose of this study therefore was to investigate and establish the relationship between perception of learning and teaching practices of lecturers in selected faculties at the international Islamic University Malaysia. To achieve the above purpose, the researcher chose 84 lecturers 28 each from the Institute of education, faculty of Economics and management sciences and the faculty of Islamic revealed knowledge and human sciences as respondents. The study was guided by two principle approaches that are qualitative and quantitative whilst information was collected by using questionnaires and interviews. The findings indicate that the lecturers’ perceptions of the teaching and learning process cut across traditional or teacher centred as well as progressive or student centred views whereas some possessed alternating beliefs at the same time.
These perceptions are therefore very complex to classify as merely traditional or progressive constructivist. The findings also indicate that the factors influencing lecturers’ perceptions and teaching practices in the teaching and learning process are intrinsic, extrinsic as well as some alternating ones. The study established a statistically significant relationship between the lecturers’ perceptions of the learning process and their teaching practices. Significant results were also obtained in terms of lecturers’ perceptions and their faculty affiliation. No significant results were obtained between lecturers’ perceptions and their teaching experience. It is therefore evident from the findings that the learning process is approached differently by different educators. At the end of this study, the researcher makes suggestions and recommendations to overcome the challenges connected with the disparities in the approaches to the teaching learning process in order to streamline standards in all faculties at least as a benchmark despite the fact that students are not necessarily prototype.
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ﺚﺤﺒﻟا ﺺﺨﻠﻣ
تﺎﺴﺳﺆﻤﻟا ﺖﺤﺒﺻأ نأ ﺬﻨﻣ ﻚﻟذو سﺎﻨﻟا ﻦﻴﺑ ﻞﻋﺎﻔﺘﻠﻟ ﺔﻤﻬﻣ ﺔﻠﻴﺳو اﺬه ﺎﻧﺮﺼﻋ ﻲﻓ ﻢﻴﻠﻌﺘﻟا ﺢﺒﺻأ ﻢﻴﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﺮﺒﺘﻌﺗو ،ﻢﻟﺎﻌﻟا اﺬه ﻲﻓ ﺔﻴﺳﺎﺳﻷا تﺎﻴﺟﺎﺤﻟا ﻊﻣ ﻞﻣﺎﻌﺘﻟا بﻼﻄﻟا ﻢﻴﻠﻌﺘﺑ ﻢﺘﻬﺗ ﺔﻴﻤﻴﻠﻌﺘﻟا ﺎﻬﺘﻴﻟﺎﻌﻓو ، يﻮﺑﺮﺘﻟا مﺎﻈﻨﻟا ﻲﻓ ﺔﻤﻬﻤﻟا ﻊﻳرﺎﺸﻤﻟا ﺪﺣأ ﻢﻠﻌﺘﻟاو _
ا ﺔﻴﻠﻤﻋ ﺐﻠﻄﺘﺗ ﻢﻠﻌﺘﻟ _
ﺐﻠﻄﺘﺗ
ﺔﻓﺎﺿﻹﺎﺑ ءاﻮﺳ ﺪﺣ ﻰﻠﻋ ﻢﻠﻌﺘﻤﻟاو ﻢّﻠﻌﻤﻟا ﻦﻣ ﻞﺋﺎه ﺪﻬﺟ لﺬﺑ اﺬآو ﺔﻳﻮﺑﺮﺘﻟا ﺔﻴﻠﻤﻌﻟﺎﺑ ﺔﻌﺳاو ﺔﻓﺮﻌﻣ ﺲﻳرﺪﺘﻟا قﺮﻃ ﺔﻴﻟﺎﻌﻓ ﻰﻟإ .
ﻞﻴﺻﻮﺗو ﻞﻘﻧ ﻢﻠﻌﺘﻟاو ﻢﻴﻠﻌﺘﻟا ﺔﻴﻠﻤﻌﻟ ﺔﻴﺳﺎﺳﻷا ﺐﻧاﻮﺠﻟا ﻢهأ ﻦﻣو
ﻟا ىﻮﺘﺤﻤﻟا ﻞﻴﺻﻮﺗو ﻞﻘﻧ يأ ﺔﻴﻠﻤﻌﻟا ﻩﺬهو ،بﻼﻄﻠﻟ ﻲﻤﻴﻠﻌﺘﻟا ىﻮﺘﺤﻤﻟا ﻰﻟإ ﺪﻤﺘﻌﺗ بﻼﻄﻠﻟ ﻲﻤﻴﻠﻌﺘ
ﺔﻳﻮﺑﺮﺘﻟا ﺔﻴﻠﻤﻌﻟا ﻰﻟإ ﻲﻟﺎﺘﻟﺎﺑو ﺔﺒﻠﻄﻠﻟ ﻦﻴﻤﻠﻌﻤﻟا ةﺮﻈﻧ ﻰﻠﻋ ﺮﻴﺒآ ﺪﺣ .
ﻦﻴﻤﻠﻌﻤﻟا تارﻮﺼﺗ ﺖﻧﺎآ اذﺈﻓ
ﻊﻣ ضرﺎﻌﺘﻟا ﻰﻟإ يدﺆﻳ نأ ﻪﻧﺄﺷ ﻦﻣ ﻚﻟذ نﺈﻓ مﺎﻤﺘهﻻا مﺪﻋو ثاﺮﺘآﻻا مﺪﻌﺑ ﻢﺴﺘﺗو ﺔﻴﺒﻠﺳ ةﺬﺗﺎﺳﻷاو ﺔﻔﺼﺑ ﻢﻴﻠﻌﺘﻟا مﺎﻈﻧو ﺔﻳﻮﺑﺮﺘﻟا ﺔﺴﺳﺆﻤﻠﻟ ﺔﻣﺎﻌﻟا تﺎﻬﺟﻮﺘﻟا ﺔﻴﻟﺎﻌﻓ ﻦﻋ ﺚﻳﺪﺤﻟا ﺢﺒﺼﻳ ﺎﻬﻨﻴﺣ ،ﺔﻣﺎﻋ
ﺔﻴﺒﻠﺴﻟا تارﻮﺼﺘﻟا ﻩﺬه نأ ذإ ، ﺔﻴﻌﻗاﻮﻟا ﻖﺋﺎﻘﺤﻟا ﻦﻋ ﺪﻴﻌﺑو ﺮﻴﻃﺎﺳﻷا ﻦﻣ ﺎﺑﺮﺿ ﺔﻴﻤﻴﻠﻌﺘﻟا ﺞﺋﺎﺘﻨﻟا نوﺪﺑ ﻰﺘﺣ ﺲﻳرﺪﺘﻟا ﺔﻴﻠﻤﻋ ﻲﻓ ﺔﻴﻠﻌﻓ تﺎﺳرﺎﻤﻣ ﻰﻟإ ﻢﺟﺮﺘﺘﺳو ﺔﻳﻮﺑﺮﺘﻟا ﺔﻴﻠﻤﻌﻟا ﻊﻗاو ﻰﻠﻋ ﺲﻜﻌﻨﺘﺳ ﺘﺑ نﻮﺳرﺪﻤﻟا ﺪﻬﻌﺗ نإو ﻰﺘﺣ ، ﻢﻬﺴﻔﻧأ ﻦﻴﺳرﺪﻤﻟا رﻮﻌﺷ ﺎﻬﻧﺄﺷ ﻦﻣ ﻲﺘﻟا ﺔﻳﻮﺑﺮﺘﻟا تﺎﻬﻴﺟﻮﺘﻟا ﻖﻴﺒﻄ
لﺎﻌﻓ ﻢﻴﻠﻌﺗ جﺎﺘﻧإ نود لﻮﺤﺘﺳ تارﻮﺼﺘﻟا ﻚﻠﺗ نﺈﻓ ﻻﺎﻌﻓ ﺎﻤﻴﻠﻌﺗ ﺞﺘﻨﺗ نأ ىﻮﺘﺴﻤﻟا نود نﻮﻜﻴﺳو
ﻪﻴﻓ بﻮﻏﺮﻤﻟا .
ةﺬﺗﺎﺳﻷا ﺪﻨﻋ ﻢﻠﻌﺘﻟاو ﻢﻴﻠﻌﺘﻟا مﻮﻬﻔﻣ ﻦﻴﺑ ﺔﻗﻼﻌﻟا ﺪﻳﺪﺤﺗ ﻮه ﺔﺳارﺪﻟا ﻩﺬه ﻦﻣ فﺪﻬﻟاو
ﺎﻴﻠآ ﻲﻓ ﻢﻴﻠﻌﺘﻟا ﺔﻴﻠﻤﻌﻟ ﻢﻬﺘﺳرﺎﻤﻣو ﻦﻳﺮﺿﺎﺤﻤﻟا ﺎﻳﺰﻴﻟﺎﻤﺑ ﺔﻴﻤﻟﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﺠﻟا ﻲﻓ ةرﺎﺘﺨﻣ ت
.
ﺚﺣﺎﺒﻟا رﺎﺘﺧا ﺔﺳارﺪﻟا فﺪه ﻖﻴﻘﺤﺘﻟو 84
ﻲهو تﺎﻴﻠآ ثﻼﺛ ﻰﻠﻋ يوﺎﺴﺘﻟﺎﺑ ﻦﻴﻤﺴﻘﻣ اﺮﺿﺎﺤﻣ :
ﺔﻴﻧﺎﺴﻧﻹا مﻮﻠﻌﻟاو ﻲﺣﻮﻟا فرﺎﻌﻣ ﺔﻴﻠآ اﺬآو ﺔﻳرادﻹا مﻮﻠﻌﻟاو دﺎﺼﺘﻗﻻا ﺔﻴﻠآو ﺔﻴﺑﺮﺘﻟا ﺔﻴﻠآ .
ﺪﻗو
ﻟا ﻊﻤﺠﻟ نﺎﺑﻮﻠﺳأ ﺔﺳارﺪﻟا ﻩﺬه ﻲﻓ ﻊﺒﺗا ﻲﻋﻮﻧ ﻲﻧﺎﺜﻟاو نﺎﻴﺒﺘﺳﻻا ﻲﻓ ﻞﺜﻤﺘﻤﻟاو ﻲﻤآ ﺎﻤهﺪﺣأ تﺎﻣﻮﻠﻌﻤ
) ﻲﻔﻴآ ( ﺔﻠﺑﺎﻘﻤﻟا ﻲﻓ ﻞﺜﻤﺘﻤﻟاو .
تارﻮﺼﺗ نأ ﻰﻟإ ﺞﺋﺎﺘﻨﻟا ترﺎﺷأ ﺪﻘﻟو ﺾﻌﺑ
ﻻ ﻦﻳﺮﺿﺎﺤﻤﻟا
ﺐﻟﺎﻄﻟا ﻮه ﺎهرﻮﺤﻣ ﺔﺜﻳﺪﺣ ﺎﻬﻀﻌﺑو ،ﻢﻠﻌﻤﻟا لﻮﺣ روﺪﺗو ﻢﺘﻬﺗ ﺎﻬﻧأ يأ ﺔﻳﺪﻴﻠﻘﺗ لاﺰﺗ )
ﻢﻠﻌﺘﻤﻟا ( ،
ﺮﺧﻵا ﺾﻌﺒﻟاو ﻂﻠﺨﻳ
ﻴﻠﻘﺘﻟا ﻦﻳرﻮﺼﺘﻟا ﻦﻴﺑ ﺚﻳﺪﺤﻟاو يﺪ
. نأ ﻰﻟإ ﻚﻟﺬآ ﺚﺤﺒﻟا ﺞﺋﺎﺘﻧ ﺮﻴﺸﺗ ﺎﻤآ
وأ ﺔﻴﻠﺧاد ﻞﻣاﻮﻋ ﻦﻴﺑ ﻢﺴﻘﻨﺗ ﺔﻴﻤﻴﻠﻌﺘﻟا ﺔﻴﻠﻤﻌﻟا ﻮﺤﻧ ﻦﻳﺮﺿﺎﺤﻤﻟا تارﻮﺼﺗ ﻲﻓ ةﺮﺛﺆﻤﻟا ﻞﻣاﻮﻌﻟا ﺎﻤﻬﻨﻴﺑ وأ ﺔﻴﺟرﺎﺧ .
ﻦﻴﺒﺗ ﺎﻤآ ﺚﺤﺒﻟا ﺞﺋﺎﺘﻧ
دﻮﺟو تارﻮﺼﺗ ﻦﻴﺑ ﺔﻴﺋﺎﺼﺣإ ﺔﻟﻻد تاذ ﺔﻗﻼﻋ
ﺲﻳرﺪﺘﻟا ﻲﻓ ﺎﻬﺘﺳرﺎﻤﻣو ﻢﻠﻌﺘﻟا ﺔﻴﻠﻤﻌﻟ ﻦﻳﺮﺿﺎﺤﻤﻟا .
قوﺮﻓ ﺪﺟﻮﺗ ﻪﻧأ ﻚﻟﺬآ ﺚﺤﺒﻟا ﺞﺋﺎﺘﻧ ﻦﻴﺒﺗ ﺎﻤآ
نﻮﻤﺘﻨﻳ ﻲﺘﻟا ﻢﻬﺗﺎﻴﻠآ فﻼﺘﺧﺎﺑ ﻢﻠﻌﺘﻟاو ﻢﻴﻠﻌﺘﻟا ﺔﻴﻠﻤﻌﻟ ﻦﻳﺮﺿﺎﺤﻤﻟا تارﻮﺼﺗ ﻦﻴﺑ ﺔﻴﺋﺎﺼﺣإ ﺔﻟﻻد تاذ ﺎﻬﻴﻟإ . ﻲﻓ ةﺮﺒﺨﻟاو ﻢﻠﻌﺘﻟاو ﻢﻴﻠﻌﺘﻟا ﺔﻴﻠﻤﻌﻟ ﻦﻳﺮﺿﺎﺤﻤﻟا تارﻮﺼﺗ ﻦﻴﺑ ﺔﻗﻼﻌﻟا ﺺﺨﻳ ﺎﻤﻴﻓ ﺔﺒﺴﻨﻟﺎﺑ ﺎﻣأ
تاذ قوﺮﻓ يأ ﺪﺠﺗ ﻢﻟ ﺔﺳارﺪﻟﺎﻓ ﺲﻳرﺪﺘﻟا ﻚﻟذ ﻰﻠﻋ لﺪﺗ ﺔﻴﺋﺎﺼﺣإ ﺔﻟﻻد
. ﺞﺋﺎﺘﻧ ﻦﻣ ﺎﻴﻠﺟ وﺪﺒﻳ ﺎﻤآ
ﻲﺑﺮﻤﻟا فﻼﺘﺧﺎﺑ ﻒﻠﺘﺨﺗ ﻢﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ نأ ﺔﺳارﺪﻟا )
ﺮﺿﺎﺤﻤﻟا .(
ﺚﺣﺎﺒﻟا مّﺪﻗ ﺔﺳارﺪﻟا ﺔﻳﺎﻬﻧ ﻲﻓو
ﻐﺘﻟا ﻞﺟأ ﻦﻣ تﺎﻴﺻﻮﺘﻟاو تﺎﺣاﺮﺘﻗﻻا ﻦﻣ ﺔﻋﻮﻤﺠﻣ ﻖﺋاﺮﻃ توﺎﻔﺗو فﻼﺘﺧا ﺔﻠﻜﺸﻣ ﻰﻠﻋ ﺐﻠ
ﺪﻴﺣﻮﺗو ﻂﻴﺴﺒﺗ ﻞﺟأ ﻦﻣ ﻢﻴﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﻲﻓ ﺲﻳرﺪﺘﻟا رﺎﻴﻌﻣ ﻰﻟإ تﺎﻴﻠﻜﻟا ﻊﻴﻤﺟ ﻲﻓ ﺔﻔﻠﺘﺨﻤﻟا ﺮﻴﻳﺎﻌﻤﻟا
ﺪﺣﻮﻣ
.
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APPROVAL PAGE
I certify that I have supervised and read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate in scope and quality, as a dissertation for the degree of Master of Education in Curriculum and Instruction.
………...…………..
Siti Rafiah Abd. Hamid Supervisor
I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate in scope and quality, as a dissertation for the degree of Master of Education in Curriculum and Instruction.
………...……..
Nor Azian Md. Noor
Examiner
This dissertation was submitted to the Institute of Education and is accepted as a partial of the requirements for the degree of Master of Education in Curriculum and Instruction.
………...…..
Nik Ahmad Hisham Ismail Director
Institute Of Education
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DECLARATION
I hereby declare that this dissertation is the result of my own investigation, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degree at IIUM or other institutions.
Ssali Muhammadi Bisaso
Signature……… Date………..
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COPYRIGHT PAGE
INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH
Copyright © 2010 by Ssali Muhammadi Bisaso. All rights reserved.
THE RELATIONSHIP BETWEEN PERCEPTION OF LEARNING AND TEACHING PRACTICES OF LECTURERS:
A STUDY OF EDUCATORS AT IIUM
No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below.
1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.
2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.
3. The IIUM library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.
Affirmed by Ssali Muhammadi Bisaso
………. ………..
Signature Date
vii To
My Father, Mr. Bisaso Abdul Ssali
Whose invaluable sacrifices have made me become who I am My late Mother, Nambogo Rehemah Bisaso
Who consistently inspires and encourages me even after her demise May Allah bestow His sympathy upon her in eternity
Sister Fatumah Nalukwago
For her selfless attitude and help throughout my studies Brother Umar Ssekitooleko
Who ably stood up to the tasks I charged with him in my absence And Bukirwa Hidayah Ssali
What an inspiration you have certainly become
viii
ACKNOWLEDGEMENTS
Alhamdulillah, all praise to Allah, the Lord of the Universe whose Mercy, Guidance and Blessings have enabled me to accomplish this thesis successfully. Peace and Blessing of Allah be upon His messenger, Muhammad S.A.W.
At the end of a pain laden period, this thesis has finally become a reality. It would have remained elusive had it not been the help and encouragement of many, a people.
I am gratefully indebted to my supervisor, Dr. Siti Rafiah Abd. Hamid for her insight and enormous grasp of matters relating to educational pedagogy. Without her encouragement I would never have considered it worthwhile to pen this. And to the examiner, Dr. Nor Azian Md. Nor, to her my gratitude remains and may Allah reward her effort with truly the very best.
I feel a great sense of gratitude to all lecturers at the Institute of Education (INSTED) in the International Islamic University, Malaysia (IIUM) for their efforts and sincerity in teaching. Special mention is made of Dr. Azian Mhd. Noor, Assoc.
Prof. Dr. Yedullah Kazmi, Assoc. Prof. Dr. Syed Alwi Shahab, Dr. Che Noraini and Dr. Nik Suryani who undertook to accommodate all my weaknesses in class.
To the administration of IUIU for offering me this lifetime opportunity and the administration at the faculty of education, special mention of Haji Abubakar Ndagi, Dr. Halima Akbar, Dr. Nimulora and Madam Victoria for preparing me ahead of this program as well as colleagues Kamonges Wahab, Kaweesi Muhamadi, Fuad Shalabi, Ntanda Isah, Miiro Farouq, Alicon Auf, Abdul Salongo and Mubajje Rashid who either directly or indirectly contributed.
Words are not enough to describe my indebtedness to Dr. Mustapha Omar, Dr.
Kabuye Uthman, Dr. Sekamanya Siraje, Sheikh Haruna Kaaya, Haji Bbosa Mayanja, Mr. Adnan Ali, Ms Hawa Segujja, Farhad Sadaatpour, Ms Nakalema Yudayah, and Ms Nayiga Saudah who were always there to my aid.
Finally my deepest gratitude to my family especially brothers; Asadu, Baker, Ali, Isma Kawuki, Kamulegeya and sisters especially Nantongo Rabiat as well as Nassali, Aisha, Namuli, Sophia, Lukiah, Amina, Faridah for their inspiration in finishing this research through constant encouragement. Special mention is made of mothers Ms Kyaterekera, Ms Nsangi Madiina and Uncles Majwala, Nsimbe, Sebadduka Uthman, and muko Kafuko Musa
Last but not least, a big thank you to all my friends and colleagues at IIUM, Amina Hassan, Faisal Masoud, Sultan Juma, Nsamba Hussein, Namuli Aidah, Mbazaki Mai, Namuli Batoul, Abdrahman Maalim, Uthman, Reshma Aleem, Ibrahim Fahad, Bakare Kazeem, Lissa Edwar, Nacirdeen, Muntaha, Mahfuth, Is’haq Legkanya. All sacrifices and encouragements are greatly appreciated and will always be in my memory. May Allah bless us all, Ameen.
1
CHAPTER ONE INTRODUCTION
BACKGROUND OF THE STUDY
Education is one of the most important aspects in human development and perhaps the most influential social institution in any society, since in general, it transmits a common set of beliefs, values, norms, and understanding from the adult generation to its youth. Realistically, it stands out as one of the institutions the human race has created to serve certain needs, and, like all human institutions, it responds or should respond to certain dictates or changes in the environment. Accordingly, the institution of education is activated by a learning process that itself changes in response to forces affecting it (Hargreaves, 2003).
It is widely believed and agreed that self and societal improvement or transformation can only be possible through learning. Learning can transfer and catapult people and organizations to greater heights since it brings in conscientiousness and knowledge in all endeavours and is a fundamental tool in bringing about effective change and sustainability of quality
The definition of learning or even the quest for it has tasked many, an educator as its dimensions and images continue not only influencing but actually dictating the direction of the effort. In a broad way nevertheless, learning represents the sum total of all experiences the learners undergo both in school and outside of it, but under the guidance of the school despite the school having to undertake a rather complex responsibility upon itself to monitor the progress of learning potentials within the various learners attached to the school (Oliva, 2005)
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Learning therefore follows a curriculum which has always connoted the reconstruction of knowledge and experiences systematically developed under the auspices of the school (or University) to enable the learner or student increase his or her control over knowledge and experiences from time to time (Tanner & Tanner, 2007). All curricula, however, no matter their particular design, are composed of certain elements.
A curriculum usually contains a statement of aims and of specific objectives; it indicates some selection and organization of content; it either implies or manifests certain patterns of learning and teaching, whether because the objectives demand them or because the content organization requires them, finally it includes a program of evaluation of outcomes (Taba, 1962)
Simply put, an ideal learning process for any educational institution should therefore entail a demonstration of objectives, activities and proper assessment, provide connections within and across various disciplines, in-depth study of critical topics, supporting continuous review based on data and research, addresses individual learning styles, and supports teachers in the development of exemplary lessons that encourage multiple ways to teach a topic but all of which are meant for the transformation of a child or learner since effectiveness of learning is much about the effort, what is covered and how it is delivered (Covey, 1998). Such a learning process is likely to be the centre for transformation of not only the education system but the entire humanity as a whole or at least in the process.
It has always been the function of educational planners to draw up goals, aims, objectives and policies as well as syllabi for examinations that will give direction to experiences that the child has while in school as a way of achieving or realizing the expectations of the ideal learning outcomes. But in many countries throughout the
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world, there are many bodies that influence the type of learning organization that is adopted and what is eventually included in the school curriculum (Brown & Oke, 1990). Moreover, there might even exist a clash of interests between the same bodies especially when the issue of authority takes centre stage.
National councils for research in education, joint consultative committees, matriculation boards, examinations councils, all influence national policies on education; syllabi and examinations for use within the country yet state ministries of education are responsible for ensuring that there are adequate facilities for learning to take place quite effectively and realistically in all schools, (Ornstein, 2004). Facilities like classrooms, laboratories, playing areas, hostels, dining rooms as well as materials like textbooks, exercise books, and sports /recreation equipment are all needed if the learning process is to become a reality. Funding also remains a ministry responsibility to have healthy students as well as contented teachers after having their payment.
The local community meanwhile has a way they look at the school and what they regard as ideal learning for their children. This grants them a duty or role to play especially in situations where you have day schools or institutions of learning. When parents or guardians for example live close to their children’s schools they tend to take a more active interest in the day to day affairs of the school-including fundraising activities to buy equipment for the school although most commonly, parents undertake to follow-up on their children’s learning whilst helping them in the process. In most cases though, it is up to the school authorities to involve the local community in the running of the school (Brown et al., 1990).
This implies developing a good relationship with the people in the area, and gaining their cooperation and respect. How the local community will contribute to the school’s learning programs will vary and will depend on the school’s immediate
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needs, but there is no doubt that it can in many ways make a very valuable contribution. In a way therefore, the community, if well valued, may serve as a mirror for reflection by the school in various ways since people out there see what the educationists at school may not perhaps see.
Teachers however play a more professional role in the learning process, design of activities and materials as well as development of learners’ potentials, a process so central in educational institutions and systems and many individual teachers at all levels of the instruction, draw on their own experiences for planning the learning process and instruction in order to make meaning in the lives of their learners (Connelly & Michael, 1988)
While discussing the pertinent role of the teacher in the instructional process, it is important to recall that curriculum is not so much what is found in the printed guide (syllabi and schemes of work), as what the teacher makes of it in the classroom. It is his adaptation of it to meaningful learning experiences that really counts. The teacher should be the guide as a framework and must feel free to express his teaching methods in a way that can best help make him a success in the classroom (Brown, 1990)
Teachers also play a role of providing feedback about the learning potentials and progress of their learners to the school authorities and ministry representatives. If certain recommended practices or elements of the learning process are not satisfactory, the teacher should endeavour to see that they are changed or eradicated.
Educational administrators sometimes lose touch with what is happening in the classrooms and need this important element of feedback from the teachers to keep them informed.
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The teacher also has an important role to play outside the classroom, his/her informal contacts with the students in the dining room or the sports field will give him or her valuable information about the characters and personalities of the students while students also make value judgment of the teacher. To some extent indeed, the teacher teaches what he is in himself; and long after students have forgotten the content they were taught, that they will remember their teachers as caring, kind, lazy or even indifferent (Bestor, 1990).
Following up from the above statements, it is obvious that the learning process can be a great success or a dismal failure depending on the teachers. They are key persons, who alone, can make the instructional design achieve what it was designed to achieve (Morgan, 2008). If they are dedicated, hardworking, diligent and imaginative they can enliven what would otherwise be dull and lifeless. Of all the personnel involved in the educational cycle, the teacher is certainly the most important. He is the one who implements the ideas and aspirations of the designers (Silverman, 1999).
It will require a lot of imagination and inventiveness on the part of all teachers to make the syllabus vital and stimulating in the classroom. In addition, the teachers’
efforts as a team, will to a very large extent determine whether the students’ total experiences in school will later be pleasantly remembered or best forgotten.
Realistically therefore, the teacher’s perception of learning remains so crucial to education in general and schools in particular since it will influence curriculum implementation, and in the process, its effectiveness (Kalin & Zuljan, 2007), as their beliefs may differ about how students learn, a teacher’s role in the classroom, the ability levels of students in particular age groups and the relative importance of content topics all of which are translatable into aims and objectives drawn for teaching (Yutakom, 2008), sifting of content concepts, adoption and adaption to teaching
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methods (practically in the classroom), selection of learning experiences for the students as well as the forms and tools of evaluation to subject the students to (Cronin
& Linda, 1991) All these, determine the final effectiveness or otherwise of any teaching and learning process.
As for the case of Malaysia, it is important to recall at this level that education is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God (Malaysian Education act, 1996: Act 550). Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the betterment of the family, the society and the nation at large.
The mission therefore is to develop an integrated school curriculum for the holistic development of the individuals’ full potential to fulfil the aspirations of the nation which is all aimed towards increasing the quality of education in line with the National Philosophy of Education (Curriculum Development Division MOE, Malaysia). In effect therefore, the way teachers in Malaysia perceive learning may be slightly different from their compatriots in other teaching systems given the nature of educational philosophy underpinning their engagement with the teaching and learning process at all levels.
However the philosophy is only set at the national level by the ministry through its organs like the planning unit perhaps and handed down to the educational institutions for implementation and perfection accordingly. This then sets in motion, the indispensability of educators with the success or otherwise of the philosophy since
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they will be charged at a critical level, with direct implementation of the same philosophy moreover behind “closed” classroom doors. This is through various teaching practices and activities that normally isolate them with their students moreover commanding untold authority and following from them.
The implication thereto being that the way educators perceive the learning process and the practices they engage will be influential in the realization of the national educational philosophy or not. This is because the whole idea will depend on whether the educators actually share the vision with the education system via their perceptions about the learning process and the teaching practices they put across, a case of entry of this study.
The story however becomes quite different when considered at a university level since most of the learning programs are drawn at the educators’ levels themselves before onward submission for approval at the senate level. These are finally submitted to the Malaysian Qualification Framework (MQF) reflective of the conventional national councils for higher education and the Malaysian quality assurance agency (MQA) for ratification but only just.
The case of International Islamic University, Malaysia can only get more intriguing since the foundation of the institution is based on the vision and mission underpinned by the triple I,CE geared towards becoming a leading centre of excellence in the Muslim Ummah in all branches of knowledge through integration (of Islamic values and ethics), internationalization, Islamization and comprehensive excellence whilst dictated by the ministry of higher education requirements.
It requires therefore, that the learning system and processes in the university should be tailor-made to suit the vision and mission underpinning the university establishment but this is both directly and indirectly related to the way educators in
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there perceive learning and the teaching practices they put across. This will be the key to realizing not only the vision and mission of the university, but also the national educational philosophy.
The educational implication of the above therefore is that the outcomes of the educators’ perceptions and practices should meet the broad expectations and goals of the IIUM vision and mission as reflected not only in the performance of the students thereof but their conduct and approach to various challenges of life out there. For this to be realized though, the educators in the university ought to possess a perception of learning that is dully compatible with its vision and mission yet the same should be well translated into their classroom practices if the university vision and mission is to survive the tests of time. Otherwise it is bound to be a looming failure only represented on papers but short on practice.
Many studies have been carried out in regard to teacher perception as reflected in; Science teacher beliefs and their influence on curriculum implementation (Cronin
& Linda, 1991), Teacher beliefs and practices (Zhihui Fang, 1996), Teacher perception of classroom activity (Malesky, 1996), Influence of teacher education on teacher beliefs about purposes of education, roles and teaching practice (Tatto, 1998) all of which investigated the influence of teacher beliefs on effective learning of children, the role of the teachers, ability levels of particular age groups as well as the relative importance of content topics.
Equally, many recent studies have also come in handy to explain the perception and beliefs of teachers about learning and their influence on practice, the case of; The role of teachers in curriculum implementation (Marsh, 2003), Exploring the role of teachers and teacher educators in performing curriculum (Hart, 2009), Educating teachers as curriculum makers as a way of bridging the gap between policy and
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professional pedagogy in teaching (Grimmett, 2009), Teacher perception of physical education in primary schools (Morgan, 2008), Primary grade teachers’ perception and practices regarding safety education (Lartey, 2007), The survey of chemistry teachers’
perceptions and teaching styles of a chemistry I course (Park, 2007).
In these studies and many others, the relationship between teacher perceptions (about an ideal learning process) has been examined leading to the claim that there is consistence between what teachers perceive and what they actually do in terms of critical methodological issues, teacher cognition of theory etc, (Schibeci, 2007).
But all these studies are either too general or too confined to a particular area of instruction say science and at lower levels of education like elementary schools, primary as well as secondary schools. No studies therefore, have heeded themselves to the prospects of educators’ beliefs at higher institutions of learning like a university.
Yet it goes without emphasis that teachers who handle the teaching and learning process at the lower levels are trained by lecturers whose perceptions about the learning process, if not vetted could be the defining factor of teachers’ perceptions in the end.
Precisely put therefore, no study has been done on the relationship between perception of learning and the teaching practices of lecturers in an Islamic institution or one with Islamic goals as a guiding principle to practice; even though Tamuri (2007) explored the Islamic education teachers’ perception of the teaching of Akhlaq in Malaysian secondary schools which was too confined to a concept. This study, therefore concerned itself with the educators’ perception about what learning is at the international Islamic university as well as the relationship in terms of consistence or otherwise, with their actual classroom teaching practices.
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It was therefore worthy exploring whether the relationship between teachers' beliefs and practices is one of consistence or some educators have inconsistent beliefs and practices given that the effectiveness of the teaching and learning process depends on such, yet the outcomes of the same define the image of the university and finally the confidence of stake holders hinges on the same. The present study therefore dwelt in bringing to the forefront, this setting as far as the lecturers in the selected faculties at the International Islamic University, Malaysia are concerned.
It is also suggested that certain characteristics of educators like the teaching or working experience, academic qualification level, and the nature of faculties of their attachment may have an influence on the perceptions of lecturers about the learning process and teaching practices. This study moved in to examine such characteristics within educators from selected faculties at the International Islamic University, Malaysia.
THEORETICAL FRAMEWORK OF THE STUDY
To ensure a strong study, a researcher draws on a multiplicity of paradigms to zero on one that is congruent with his or her beliefs about nature of reality (Millers & Francis, 2006). Given ontological and epistemological beliefs, there are several points of departure along a spiral of methodological spectrum, and accordingly, a constructivist theoretical framework was adopted for its suitability and applicability to this study.
The infusion of the social constructivist theory into education has prompted focus on change in teachers’ cognition and thought processes, with teachers having to create much more of their own social constructed teaching mechanisms since education, at least at the moment, has no unified conception of constructivism despite it being a force to reckon with in every setting contemporarily (Tatto, 1998).
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However, educators agree that teacher change for effectiveness requires learning or studying of opportunities supporting in-depth examination of educational theories and practices in light of teachers’ perception, beliefs and experiences. This is dully called for if they are to help learners develop proper conceptual understandings of the subject matter and a critical view of education which has always been a desirable position for every institution and education system anyway.
Several conditions are however necessary for the development of learning opportunities allowing teachers freedom to develop new understandings of their teaching and learning processes (Park, 2007). A necessary point of departure here is the development of a theoretical view of learning to guide teachers on which knowledge, curriculum and learning in general are socially constructed; whether the teaching and learning process is discipline based; or whether the focus is on teachers helping learners to make sense of what they learn, when they learn it, where they learn it from and why they learn in general (Tatto, 1998).
However for the above conditions to be prevalent and effective, it is imperative to examine the belief system of the educators in the institution or education system.
Once their perceptions are traditional or teacher centred then a constructivist approach to the teaching and learning process would be asking for too much. The only way to go thus would be a progressive or modern student centred view about the learning process which inextricably spells student centred classroom teaching and learning practices as well. To arrive at all this though, the relationship between perceptions and practices of educators has to be investigated as a mechanism of establishing the possibility or otherwise of achieving a constructivist outlook of the teaching and learning process and the education system in general to produce self reliant and vibrant students in the end.
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Constructivist education requires learning opportunities that encourage reflection, dialogue, critical thinking, knowledge ownership and understanding in context and within learning communities between teachers and learners. This reconceptualization of education requires the creation of strategies of procedure to provide a proper understanding of the purpose of teaching on the one hand and learning on the other for the teacher and the learners respectively.
Related to the above, this study equally commends adequate teacher-student interaction through either a bi-polar system (advocated for by Educational philosopher Victor Adams) or even a tri-polar system (advocated for by Educational philosopher Neil Adamson) and cited in Verna (1996), where in a teacher helps the learner to interact with the environment to promote effective education and teaching, on the part of the teacher, and therefore effective learning on the part of the learner. All these though are fully rooted in the teacher perception of an ideal learning process in view of purposes of education (produce which kind of learner), learning strategies (how to teach the learner), selection of content (what to teach the learner), learning experiences (learners’ spectrum of interaction with the environment) and forms of evaluation (value judgment made over the learner).
Put differently, constructivists are of the view and principle (theory) that learners ought to be empowered by school systems to construct their own learning and knowledge values that are pertinent or compatible with contemporary challenges (Good & Brophy, 1997), if education and learning are to make a meaning to first, the learner himself, and to the society or world, ideally, the consumers of education products. According to constructivists therefore, the teaching and learning processes focus on the students’ thinking about the material to be learned and through carefully thought out prompts and questions, enable the student to arrive at deeper
