Abstract

This study seeks to identify the needs of urban and rural science educators majoring in mathematics. In Malaysian secondary schools, due to a lack of qualified science teachers, the phenomenon of mathematics majors teaching science is common. Analysis of data revealed that the perceived needs with the highest overall rating were related to ICT (Internet, Communication and Technology), followed by the need for short professional development courses and the need for critical thinking skills. The lowest rated perceived needs were related to implementation of PEKA (Science Practical Work Assessment), the updating of content knowledge in the field of biology, and supervising laboratory assistants in preparing apparatus. The multivariate analysis of variance (MANOVA) found that there are differences among teachers’ perceived needs related to science teaching and learning based on a school’s location. All tests were conducted at the 0.05 level of significance.   

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