Development and Evaluation Efficacy Enhancement Module for Teaching English among Early Childhood Teachers

Abstract

This study aimed to develop and evaluate the Efficacy Enhancement Module for Teaching English / PEMBI Module among early childhood teachers. This study used the Design and Developmental Research (DDR) method with three phases of the study. Phase I was the need analysis phase where a total of 90 KEMAS Preschool teachers were given the questionnaire and interviewed. Phase II was the phase of module design and development where the validity of the module content was assessed by nine expert panels. Phase III which was the implementation and evaluation phase was conducted on 66 KEMAS Preschool teachers who were divided into treatment group (n=33) and control group (n=33) at random. Module content development used the Self Efficacy Theory, Keller ARCS model and Androgogy Learning Theory. The instruments consisted of the English Teaching Efficacy Level Questionnaire and the English Teaching Anxiety Level Questionnaire. The findings of the Phase I study showed that teachers believe they are weak in managing their emotional development (M=3.47, SD=6.55), lack self-modelling (M=3.38, SD=0.47), lack knowledge in teaching English (M=3.17, SD=0.43) as well as have relatively low self-assessment (M=2.59, SD=4.62). Therefore, they supported the need for a built module to improve the self-efficacy of teaching English (M=4.04, SD=0.62). The findings of the Phase II study showed that the level of experts’ agreement on the usability of the module exceeded 84.6 percent. The findings of the Phase III study showed that there was a significant difference between the mean scores of pre-test and post-test in terms of self-efficacy belief [t(32) = -7.66; p<0.05]; self-efficacy practice [t(32) = -8.58; p<0.05]; and anxiety level [t(32) = 4.128; p<0.05]. The results of the interview found some strengths of the module, namely the suitability of the module material, improvement of knowledge and skills, self-change and the quality of teaching. The main disadvantage of the module is that it lacks of practical activities and time. In conclusion, this PEMBI Module is effective in improving the knowledge, skills and self-efficacy to teach English. The implication of the study shows that this module can be used for teacher professional development training to improve the quality of English teaching especially from the psychological aspects of teachers including self-efficacy and anxiety of teaching English.