BEYOND CLASSROOM BOUNDARIES, ENHANCING MARGINALIZED CHILDREN’S SELF-CONCEPT THROUGH LEARNING OUTSIDE CLASSROOM APPROACH

Year 2017, Volume: 6 , 153 - 159, 01.09.2017

Cindy Wong Chyee-chen Kamisah Osman

Abstract

Workplace expectations and
scenarios in this 21st century require human capitals who are equipped with
competencies to embark in the STEM related careers. Therefore, marginalized
children need to be prepared and upgrade themselves. Analytical scrutiny of marginalized
children talent development often found low self-concept as the most important
factor which inhibit their learning development. It is argued that effort to
enhance self-concept among marginalized learners must be revolved around their
surroundings. Conducive and meaningful learning environment need to be crafty
designed to suit their needs and tendencies. In this study, self-concept covers
evaluative appraisal of oneself in both the academic and non-academic aspects.
This study is aimed to determine the effect of Learning Outside the Classroom
(LOC) primary science module towards enhancing self-concept among marginalized
learners’ in Malaysia. By employing a quasi-experimental with pre-test
post-test, nonequivalent control group research design, a total of some 73
primary school marginalized learners were involved in the study. The treatment
group used LOC primary science module while the control group experienced
learning using conventional module prepared by the Ministry of Education. In
the treatment group, teaching and learning processes occurred outside the
classroom using particularly flora and fauna within their surroundings.
Self-concept was evaluated using Self Descriptive Questionnaire (SDQ). Data
obtained were analyzed using MANOVA repeated measures. Analysis of findings
lead to inference that there was a significant main effect of group in shaping
the children’s self-concept. This study concludes that LOC modules, which carry
in itself meaningful and fun science learning experiences has successfully
developed marginalized children self-concept. It is then suggested that similar
learning modules as developed in this study, be developed across other themes
as envisaged in the science primary curriculum for marginalized children. 

Keywords

Learning outside classroom, marginalized children, primary science, self-concept, module

References

• Abdull Shukor Shaari, Nuraini Yusoff, Mohd Izam Ghazali, & Mohd Hasani Dali. (2011). Kanak-kanak minoriti orang asli di Malaysia: menggapai literasi bahasa melayu (Aboriginal minority children in Malaysia: achieve malay language literacy). Jurnal Pendidikan Bahasa Melayu, 1(2), 59-70. Anderson, R. (2014). Grade repetition risk for indigenous students in early schooling in Queensland, Australia. Procedia Social and Behavioral Sciences, 114, 744-748. Arens, A. K., Andrews, G. B., Craven, R. G., & Yeung, A. S. (2014). Self-concept of indigenous and non-indigenous Australian students: Competence and affect components and relations to achievement. Learning and Individual Differences, 32, 93-103. Asnarulkhadi Abu Samah, Maria Mansor, Zahid Emby, Mariani Mansor, & Hanina Hallimatusaadiah Hamsan. (2007). Kurikulum Bersepadu Orang Asli/Penan (KAP) – Satu Pendekatan Baru dalam pembangunan Pendidikan Komuniti Orang Asli/Penan (Integrated Curriculum for Aboriginal / Penan ( KAP ) - A New Approach in the Development of Aboriginal Community Education / Penan). In Seminar Kebangsaan Sains Sosial: Sains Sosial Teras Pembangunan Modal Insan (National Seminar on Social Sciences: Social Science Core Human Capital Development), 20-21 Mei 2007, Kuala Lumpur. Ayla, C. (2016). Student motivation in constructivist learning environment. Eurasia Journal of Mathematics, Science & Technology Education, 12(2), 233-247. Bishop, R. (2010). Effective teaching for indigenous and minoritized students. Procedia Social and Behavioral Sciences, 7(C), 57-62. Bodkin-Andrews, G. H., Dillon, A., & Craven, R. G. (2010). Bangawarra’gumada strengthening the spirit: causal modelling of academic self-concept and patterns of disengagement for indigenous and non-indigenous Australian students. Australian Journal of Indigenous Education, 39, 24–39. Chigeza, P. (2011). Cultural resources of minority and marginalised students should be included in the school science curriculum. Cultural Studies of Science Education, 6, 401–412. Craven, R. G., & Marsh, H. W. (2008). The centrality of self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists. Educational and Child Psychology, 25,104-118. Craven, R. G., Yeung, A. S., McInerney, D. M., & Liem, G. A. (2008). International best practice in effective educational interventions: why self-concept matters and examples from bullying, peer support, and reading research. Teaching and Learning: International Best Practice. Information Age Publishing Inc. Curriculum Development Devision, CCD. (2013). Kurikulum Standard Sekolah Rendah Murid Orang Asli dan Penan (KAP). Modul Pengajaran: Dunia Sains dan Teknologi Tahun Dua (Primary School Standard Curriculum Students Aboriginal and Penan (KAP). Teaching modules: The World of Science and Technology Year Two). Putrajaya: Bahagian Pembangunan Kurikulum. Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95, 124-136. Leibham, M. E. (2005). The impact of interest on elementary school children’s self-concepts, intrinsic motivation, academic achievement, and willingness to broaden knowledge. (Unpublished doctoral dissertation). Indiana State University. Ma’rof, R., & Sarjit, S. (2008). Orang asli: isu, transformasi dan cabaran. Selangor: Penerbit Universiti Putra Malaysia. Marsh, H. W. (1990). A multidimensional, hierarchical self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77-172. McEwan, P. J., & Trowbridge, M. (2007). The achievement of indigenous students in Guatemalan primary schools. International Journal of Educational Development, 27, 61-76. Min, K. K., & Mi, K. C. (2015). Design and implementation of integrated instruction of mathematics and science in Korea. Eurasia Journal of Mathematics, Science & Technology Education, 11(1), 3-15. Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction. 7th Eds. NJ: John Wiley & Sons, Inc. Needham, R. (1987). CLIS in the classroom: Teaching strategies for developing understanding in science. Leeds: University of Leeds. Organization for Economic Cooperation and Development, OECD. (2003). Student engagement at school: A sense of belonging and participation. Paris: Organization for Economic Cooperation and Development. Prout, S., & Hill, A. (2012). Situating indigenous student mobility within the global education research agenda. International Journal of Educational Research, 54, 60–68. Smith, G., & Sobel, D. (2010). Place and community based education in school. United Kingdon: Routledge: Taylor & Francis. Stipek, D. (2002). Motivation to learn: Integrating theory and practice. 4th Edition. Boston: Allyn and Bacon. Trilling, B., & Fadel, C. (2009). 21st century skills: learning for life in our times. San Francisco, CA: Jossey-Bass.