Inductive Instructional Approach, Career Aspiration and Noble Values in History

Mohd Razimi Husin, Hishamuddin Bin Ahmad, Ismail Yusuf Panessai, Norliza Abdul Majid, Agus Lokman Sulam

Abstract


This paper presents inductive instructional approach, career aspirations and noble values in History. In the 21st century there is still History teachers emphasize the only cognitive aspects of student learning, but still have little to do with everyday life, career aspirations and noble values. This study has developed a review list of learning experiences on specific learning content that takes into account inductive approach, career aspirations and noble values of History subject. In addition, this study has identified appropriate sub-topics for formulating inductive lesson plans in History. Finally, this study examines the effectiveness of the learning that emphasize on the inductive approach, career aspirations and noble values. This study uses a qualitative approach supported by quantitative data involving four stages namely library studies, observations, expert suggestions and quasi-experiments. Library and observational studies are conducted to analyze the needs in the delivery of History subject. Whereas validity from expert is obtained to build a checklist of learning experiences. Finally, quasi-experiments were conducted to evaluate the effectiveness of inductive learning, career aspirations and noble values. Assessment on effective using data of student perceptions survey. 30 teachers with five years of teaching experience and 60 students at two schools in the state of Perak were selected through purposeful sampling. The questionnaire of students' perceptions about the effectiveness of inductive learning, career aspirations and noble values has received expert confirmation. External validation is supported by findings from other studies with existing theories. Observational data were analyzed using NVivo software and student perceptions questionnaire using SPSS. The instruments used are observation forms and student perceptions questionnaires. The results show that mean inductive learning experiences, career aspirations and noble values in the subject is higher than the learning with other method. The Inductive-directed delivery approach showed a mean increase of 1.15 in students associate with classroom activities. The results also show that an increase of mean 1.5 and 0.35 in career aspirations and noble values. This study have revealed a checklist of learning experiences, career aspirations and noble values use Nominal Group Techniques (NGTs). This checklist will beneficial to all educators to practice in the classroom.

Keywords


Inductive approach; Career aspiration; Noble values; History subjects



DOI: http://doi.org/10.11591/ijere.v9i1.20417
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International Journal of Evaluation and Research in Education (IJERE)
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