### Abstract

Since 2003, when the medium of instruction was switched from Malay to English, every teacher teaching Mathematics or Science has been provided with a laptop by the Malaysian Ministry of Education to facilitate the teaching-learning of these two subjects. It has been nine years since the laptop initiative was introduced. How are the laptops being used by these teachers in the classroom? Is there a significant difference in the usage of laptops by Mathematics teachers compared with Science teachers? This quantitative study was carried out to test whether a significant difference exists in the usage of laptops among the Mathematics and Science teachers. Survey questionnaires were completed by 354 secondary school teachers from the state of Selangor, Malaysia. An independent t-test was conducted. Based on the finding, there was a significant difference (t(354) =-12.16, p =.0001) between the mean scores for Mathematics teachers (M = 2.18, S.D. = 0.830) and Science teachers (M = 3.32, S.D. = 0.921). It can be concluded that Science teachers use the laptops in teachinglearning process more than the Mathematics teachers. Therefore, appropriate steps should be taken by the government to understand why Mathematics teachers are making less use of laptop computers. More training sessions and more suitable courseware could be provided so that the full benefits of the laptop can be exploited to enhance the teaching-learning of Mathematics.

Original language | English |
---|---|

Title of host publication | Proceedings of the 19th International Conference on Computers in Education, ICCE 2011 |

Pages | 63-65 |

Number of pages | 3 |

Publication status | Published - 2011 |

Externally published | Yes |

Event | 19th International Conference on Computers in Education, ICCE 2011 - Chiang Mai Duration: 28 Nov 2011 → 2 Dec 2011 |

### Other

Other | 19th International Conference on Computers in Education, ICCE 2011 |
---|---|

City | Chiang Mai |

Period | 28/11/11 → 2/12/11 |

### Fingerprint

### Keywords

- Laptop use
- Mathematics
- Science
- Teachers

### ASJC Scopus subject areas

- Education

### Cite this

*Proceedings of the 19th International Conference on Computers in Education, ICCE 2011*(pp. 63-65)

**Laptop initiative in Malaysia : Exploring Mathematics and Science teachers' laptop use.** / Moses, Priscilla; Wong, Su Luan; Abu Bakar, Kamariah; Mahmud, Rosnaini.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

*Proceedings of the 19th International Conference on Computers in Education, ICCE 2011.*pp. 63-65, 19th International Conference on Computers in Education, ICCE 2011, Chiang Mai, 28/11/11.

}

TY - GEN

T1 - Laptop initiative in Malaysia

T2 - Exploring Mathematics and Science teachers' laptop use

AU - Moses, Priscilla

AU - Wong, Su Luan

AU - Abu Bakar, Kamariah

AU - Mahmud, Rosnaini

PY - 2011

Y1 - 2011

N2 - Since 2003, when the medium of instruction was switched from Malay to English, every teacher teaching Mathematics or Science has been provided with a laptop by the Malaysian Ministry of Education to facilitate the teaching-learning of these two subjects. It has been nine years since the laptop initiative was introduced. How are the laptops being used by these teachers in the classroom? Is there a significant difference in the usage of laptops by Mathematics teachers compared with Science teachers? This quantitative study was carried out to test whether a significant difference exists in the usage of laptops among the Mathematics and Science teachers. Survey questionnaires were completed by 354 secondary school teachers from the state of Selangor, Malaysia. An independent t-test was conducted. Based on the finding, there was a significant difference (t(354) =-12.16, p =.0001) between the mean scores for Mathematics teachers (M = 2.18, S.D. = 0.830) and Science teachers (M = 3.32, S.D. = 0.921). It can be concluded that Science teachers use the laptops in teachinglearning process more than the Mathematics teachers. Therefore, appropriate steps should be taken by the government to understand why Mathematics teachers are making less use of laptop computers. More training sessions and more suitable courseware could be provided so that the full benefits of the laptop can be exploited to enhance the teaching-learning of Mathematics.

AB - Since 2003, when the medium of instruction was switched from Malay to English, every teacher teaching Mathematics or Science has been provided with a laptop by the Malaysian Ministry of Education to facilitate the teaching-learning of these two subjects. It has been nine years since the laptop initiative was introduced. How are the laptops being used by these teachers in the classroom? Is there a significant difference in the usage of laptops by Mathematics teachers compared with Science teachers? This quantitative study was carried out to test whether a significant difference exists in the usage of laptops among the Mathematics and Science teachers. Survey questionnaires were completed by 354 secondary school teachers from the state of Selangor, Malaysia. An independent t-test was conducted. Based on the finding, there was a significant difference (t(354) =-12.16, p =.0001) between the mean scores for Mathematics teachers (M = 2.18, S.D. = 0.830) and Science teachers (M = 3.32, S.D. = 0.921). It can be concluded that Science teachers use the laptops in teachinglearning process more than the Mathematics teachers. Therefore, appropriate steps should be taken by the government to understand why Mathematics teachers are making less use of laptop computers. More training sessions and more suitable courseware could be provided so that the full benefits of the laptop can be exploited to enhance the teaching-learning of Mathematics.

KW - Laptop use

KW - Mathematics

KW - Science

KW - Teachers

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M3 - Conference contribution

AN - SCOPUS:84860431461

SN - 9786161201883

SP - 63

EP - 65

BT - Proceedings of the 19th International Conference on Computers in Education, ICCE 2011

ER -