Implementation of Inquiry Method Among of History Teachers in Secondary School
Siva Sankar R. Mahalingam1, Ahmad Johari Sihes2, Sivasangary Raveendran3
1Siva Sankar R. Mahalingam, School of Education, Faculty of Social Sciences and Humanities UTM, Malaysia.
2Ahmad Johari Sihes, School of Education, Faculty of Social Sciences and Humanities UTM, Malaysia.
3Sivasangary Raveendran, School of Education, Faculty of Social Sciences and Humanities UTM, Malaysia.
Manuscript received on 25 November 2019 | Revised Manuscript received on 04 December 2019 | Manuscript Published on 10 December 2019 | PP: 752-756 | Volume-8 Issue-3S2 October 2019 | Retrieval Number: C12351083S219/2019©BEIESP | DOI: 10.35940/ijrte.C1235.1083S219
Open Access | Editorial and Publishing Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The purpose of this study is to investigate the implementation of the method of inquiry among history teachers in secondary schools in Pasir Gudang district. The main purpose of this study was to determine whether there is a significant relationship between the implementation of the method of teaching and teaching of History teachers especially the school location in Pasir Gudang district. Three aspects have been studied to address the research questions, namely, the level of knowledge, attitudes and skills of history teachers in implementing the method of inquiry in high school. The design used by the researcher was a quantitative research type of survey study involving 60 history teachers. Researchers used questionnaires as instruments and data were analyzed using content analysis techniques. The data obtained in this study were analyzed using Statistical Package for Social Science (SPSS) version 10.0. The findings show that the level of knowledge, attitudes and skills of history teachers are at a moderate level in the implementation of inquiry-based methods of teaching and learning. History educators are less confident in applying inquiry methods because they are less skilled in inquiry-based inquiry techniques. This study found several factors to impede the implementation of research methods such as time constraints, lack of teaching aids and student attitude. Some suggestions have been made to the history teachers to further enhance the implementation of inquiry-based methods in teaching and learning.
Keywords: History Subject, Inquiry Method, History Teachers.
Scope of the Article: Social Sciences