LEVEL OF LEARNING READINESS SELF-MONITORING FORTRAINEE TEACHERS OF SCIENCE OPTIONS AT THE INSTITUTE OF TEACHER EDUCATION CAMPUS KOTA BHARU (49 - 66)

Abstract

Learning Readiness Self-monitoring is a skill has become an important element in the lifelong learning that needs to be applied to determine the trainee teacher’s survival. The study aims to review the readiness of the self- monitoring learning (SMLR) among trainee teachers with Science Option at the Institute of Teacher Education (IPG), Kota Bharu. This study was conducted in the IPG KKB, involved a total of 63 students, with 20, 23 and 20 from 2012, 2010, and 2009 January intakes respectively. Questionnaire used was adapted from Guglielmino (1997). These data were analyzed using descriptive statistics which involves mean, standard deviation, percentage frequency and score. Statistical inference involves the t-test, ANOVA and Pearson correlation. Studies show that 64.75 % of the student teachers are at the moderate-level for the SMLR. t-test = -121, p < .02 indicates a significant difference learning readiness by gender (female, mean 232.34, SD 11603 and male, average 231.82, SD 22684). ANOVA showed significant difference in each factor of self-directed learning readiness by semester (F = 13.093) (DK2, 60), p = .00 < .05). In addition, Pearson correlation analysis showed there is no significant association of self-directed learning readiness and academic achievement (r = 0.086, p > .05). Trainee teachers with Science option showed SMLR achievements from low to high across the semesters and are good indications to display the pattern of improvement. Thus, it demonstrates teachers’ age maturation does play a role in SMLR. This study proposes the academia in the institutions should consider the level of teacher trainee academic year when applying learning and teaching techniques that involve self-monitoring learning readiness.