Older Women and Lower Self-Rated Health

Several studies have found that older women report lower self-rated health than men. However, it is not clear why older women are more likely to report poor self-rated health than older men. Data for this study came from a national cross-sectional survey, Mental Health and Quality of Life of Older Malaysians (MHQoLOM). Included in the survey were 2980 respondents consisting of Malaysians aged 60 years and over, with both men (n = 1428) and women (n = 1552) represented. Results of t-tests showed older men expressed significantly higher levels of self-rated health and self-esteem than women (p < .01). Separate multivariate regression by gender revealed that age, life-threatening problems, and self-esteem were highly significant predictors of self-rated health among older men and women and explained 18.4% of variance in self-rated health for men and 18.2% for women. In the last step we examined the main effects of gender on self-rated health using General Linear Models (GLM) Univariate by adjusting for age, life-threatening problems, and self-esteem. Results showed an insignificant difference in self-rated health between older men and women (F _(1,2715) = 2.26, P = 0.13) only after adjusting for self-esteem. It can be concluded that self-esteem affects responses to self-rated health of older men and women.     

Students’ Perceptions of Their Science Teachers’ Pedagogical Content Knowledge

Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students’ learning from the teachers’ perspectives. Only a limited number of studies have investigated the components of science teachers’ PCK that helped students’ learning from the perspective of students. Thus, it is the aim of this study to investigate the level of science teachers’ PCK from students’ perspective, in particular whether or not students of different achieving ability had different views of teachers’ PCK in assisting their learning and understanding. Based on the PCK research literature, six components of PCK have been identified, which were as follows: (1) subject matter knowledge, (2) knowledge of teaching strategies, (3) knowledge of concept representation, (4) knowledge of teaching context, (5) knowledge of students, and (6) knowledge of assessment in learning science. A questionnaire consisting of 56 items on a five-point Likert-type scale were used for data collection from 316 Form Four students (16 years old). One-way analysis of variance revealed that the differences in science teachers’ PCK identified by students of different achieving abilities were statistically significant. Overall, students of various academic achieving abilities considered all the components of PCK as important. The low-achieving students viewed all the components of PCK as being less important compared to the high and moderate achievers. In particular, low-achieving students do not view ‘knowledge of concept representation’ as important for effective teaching. They valued the fact that teachers should be alert to their needs, such as being sensitive to students’ reactions and preparing additional learning materials. This study has revealed that PCK of science teachers should be different for high and low-achieving students and knowledge of students’ understanding plays a critical role in shaping teachers PCK.     

Measuring attitude towards learning science in Malaysian secondary school context: implications for teaching

ABSTRACT

The aim of education is to ensure a holistic development towards knowledge and well-being. Despite exhaustive effort on embedding twenty-first century skills in science teaching, students show lack of interest to learn and pursue their science careers. This present study has attempted to develop an instrument for measuring attitude towards science learning. The purpose was to ensure valid items were identified to measure all aspects of attitude namely affect, behaviour and cognitive. The study of attitude in science will determine the direction on how teaching strategies can be successful in promoting interest in learning. The study has been underpinned from the theories related to Theory of Reasoned Action, Constructivist learning and Connectivism. Samples from three secondary schools were selected based on proportionate stratified random sampling. 350 samples were targeted to respond to self-constructed questionnaires. Confirmatory Factor Analysis (CFA) was employed to prove the hypothesised 5-factor measurement model. The results have supported a model fit with positive interactions between the factors are evident. The study has proven the theoretical contributions which embark on holistic development of an individual to ensure attitude is moulded. The emotional and spiritual aspects of learning are needed to ensure positive contribution to the social dynamic. In this paper, the discussions are elaborated from the standpoints of theories and practical importance. The results have contributed to a theoretical model of science teaching method.     

Representations of swine flu: perspectives from a Malaysian pig farm

Novel influenza viruses are seen, internationally, as posing considerable health challenges, but public responses to such viruses are often rooted in cultural representations of disease and risk. However, little research has been conducted in locations associated with the origin of a pandemic. We examined representations and risk perceptions associated with swine flu amongst 120 Malaysian pig farmers. Thirty-seven per cent of respondents felt at particular risk of infection, two-thirds were somewhat or very concerned about being infected. Those respondents who were the most anxious believed particular societal "out-groups" (homosexuals, the homeless and prostitutes) to be at higher infection risk. Although few (4%) reported direct discrimination, 46% claimed friends had avoided them since the swine flu outbreak. Findings are discussed in the context of evolutionary, social representations and terror management theories of response to pandemic threat.