1. science
2. biology

ANALYSING THE COGNITIVE ABILITmS OF
FORM 5 STUDENTS IN LEARNING BIOLOGY
THROUGH HERMENEUTICS
PEDAGOGIC
SITI SHAKINA BINTI SHAROM
DISSERTATION SUBMITTED IN FULFILLMENT OF THE REQUIREMENT FOR
THE DEGREE OF MASTER OF EDUCATION PSYCHOLOGY
(MASTER BY RESEARCH)
FACULTY OF EDUCATION AND HUMAN DEVELOPMENT
UNIVERSITI PENDIDIKAN SULTAN IDRIS
2014
v
ABSTRACT
experiences using their
Paper 1 (Objective), Paper 2
cognitive
learning Biology
(Structured & Essay), and Paper 3 (Written Practical). This study employed
Hermeneutics pedagogic method, i. e the method that deals with text interpretation to
understand the text. The distribution of research questionnaires was employed randomly
to 57 of Form 5 science stream students in 2 different schools in Taiping. The
Hermeneutics pedagogic method was used in order to interpret the students' written texts
on the students' cognitive abilities of learning Biology and categorized the cognitive
abilities into a few main learning ways for the 3 papers. The findings of the study
indicated that the main learning ways for acquire the knowledge of Biology for Paper 1
(Objective), Paper 2 (Structured & Essay), and Paper 3 (Written Practical) were
answering techniques, i. e. provide answer points based on marks allocated with
explanation and examples of the points, exercises on SPM model questions, past year
questions, trial questions, and spot questions, revision by referring to text books and
reference books, initiatives in searching information in internet, newspapers, and
educational website, and learning styles, i. e. visual type like to make colorful notes and
mind maps, auditory type prefer to have discussion and listen attentively in class, and
kinesthetic type love to write notes and draw diagrams. In short, the cognitive abilities
had managed to enhance the students' effectiveness in learning Biology and at the same
time helped the students to be more positive in acquiring knowledge oflearning Biology.
The purpose of this study
abilities in
was to
examine the Form 5 students'
accordance with the
vi
ABSTRAK
Menganalisis Keupayaan Kognitif Pelajar Tingkatan
Melalui Kaedah
5 dalam
Mempelajari Biologi
Pedagogi Hermeneutik
Tujuan kajian ini adalah untuk mengkaji pengalarnan pelajar menggunakan keupayaan
kognitif mereka dalarn mempelajari Biologi bersesuaian dengan Kertas 1 (Objektif),
Kertas 2 (Struktur & Esei) dan Kertas 3 (Praktikal Bertulis). Kajian ini menggunakan
kaedah pedagogi hermeneutik, iaitu kaedah yang melibatkan pentafsiran teks untuk
memahami teks tersebut. Pengedaran soal selidik dilakukan secara rawak terhadap 57
orang pelajar Tingkatan 5 aliran sains di 2 buah sekolah di Taiping. Kaedah pedagogi
hermeneutik digunakan bagi mentafsir teks bertulis pelajar mengenai keupayaan kognitif
pelajar mempelajari Biologi dan mengkategorikan keupayaan kognitif tersebut kepada
beberapa cara pembelajaran utama bagi ketiga-tiga kertas. Dapatan bagi kajian ini
menunjukkan bahawa cara pembelajaran utama untuk memperoleh pengetahuan Biologi
bagi Kertas 1 (Objektif), Kertas 2 (Struktur & Esei) dan Kertas 3 (Praktikal Bertulis)
adalah teknik menjawab, iaitu memberikan isi jawapan berdasarkan markah yang
diperuntukkan berserta penjelasan dan contoh bagi isi jawapan tersebut, latihan dalarn
soalan model SPM, soalan tahun-tahun lepas, soalan percubaan dan soalan rarnalan,
ulangkaji dengan merujuk kepada buku teks dan buku rujukan, inisiatif dalarn mencari
maklumat di internet, surat khabar dan larnan web pendidikan dan gaya belajar, iaitu jenis
visual suka membuat nota berwarna-warni dan peta minda, jenis auditori lebih suka
membuat perbincangan dan menumpukan perhatian di dalarn kelas dan jenis kinestetik,
iaitu suka menulis nota dan melukis garnbar rajah. Secara ringkas, keupayaan kognitif
dapat meningkatkan keberkesanan pelajar dalarn mempelajari Biologi dan pada masa
yang sarna membantu para pelajar untuk menjadi lebih positif dalam memperoleh
pengetahuan mempelajari Biologi.
vii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT
iv
ABSTRACT
v
ABSTRAK
vi
TABLE OF CONTENTS
vii
LIST OF TABLES
xii
LIST OF FIGURES
xiii
LIST OF ABBREVIATIONS
xiv
CHAPTER 1
INTRODUCTION
1.0
Introduction
1
1.1
Background of study
3
1.2
Problem statement
5
1.3
Research
10
objectives
1.3.1 General
1.3.2
10
objective
10
Specific objectives
1.4
Research
1.5
Conceptual
1.6
Significance of the study
1.7
Limitation and scope of the
1.8
Operational
11
questions
and theoritical framework
11
12
study
definition of terms
14
15
viii
1.8.1
Cognitive abilities
15
1.8.2
Biology
16
1.8.3
1.8.4
1.9
CHAPTER 2
Form 5 students
Hermeneutics
pedagogic
16
17
17
Conclusion
LITERATURE REVIEW
2.0
Introduction
18
2.1
Cognition
19
2.2
Cognitive abilities
20
2.2.1
The
and
2.2.2
2.3
2.4
Analysing the cognitive abilities in
learning
Biology syllabus for secondary school in
Malaysia
22
24
30
2.3.1
Learning of Biology
34
2.3.2
Analysis of SPM Biology
36
2.3.3
Demands of the
41
Hermeneutics
method
2.4.1
2.5
importance of cognitive thinking
cognitive abilities
Biology
pedagogic as an interpretive
Traits of Hermeneutics
Conclusion
45
48
52
ix
CHAPTER 3
METHODOLOGY
3.0
Introduction
53
3.1
Research
54
3.2
Research framework
57
3.3
Study phases
59
3.4
Sampling procedure
60
3.5
Instrument of the
60
3.5.1
3.6
design
study
Data collection method and
procedure
63
3.6.1
Getting approval procedure
63
3.6.2
Conducting questionnaires procedure
64
3.7
Data
3.8
Reliability and validity
analysis procedure
64
67
3.8.1
Reliability with reference to this study
68
3.8.2
Validity with reference to this study
69
3.8.3
3.9
60
Questionnaire
Quality considerations of Hermeneutics
pedagogic analysis
Conclusion
70
73
x
CHAPTER 4
FINDINGS AND DISCUSSION
4.0
Introduction
74
4.1
Research
75
fmdings
learning Biology of Form 5
1
in Paper
(Objective),
76
4.1.2
Ways of learning Biology of Form 5
students in Paper 2 (Structured and
Essay), Biology
83
4.1.4
Ways of learning Biology of Form 5
students in Paper 3 (Written Practical),
Biology.
92
1
97
4.2.1
Prominent themes that
emerged from
students' essays of learning ways in
Paper 1 (Objective), Biology
98
4.2.2
Prominent themes that emerged from
students' essays of learning ways in
Paper 2 (Structured and Essay),
102
4.1.1
Ways
of
students
Biology
4.2
Discussion
on
ways of
learning
in
Paper
(Objective), Biology
Biology
4.2.3
emerged from
learning ways in
(Written Practical), Biology
Prominent themes that
108
students' essays of
Paper 3
4.3
Summary of the research
113
4.4
Conclusion
116
x
CHAPTER 4
FINDINGS AND DISCUSSION
4.0
Introduction
74
4.1
Research
75
fmdings
learning Biology of Form 5
1
in Paper
(Objective),
76
4.1.2
Ways of learning Biology of Form 5
students in Paper 2 (Structured and
Essay), Biology
83
4.1.4
Ways of learning Biology of Form 5
students in Paper 3 (Written Practical),
Biology.
92
in Paper 1
97
emerged from
students' essays of learning ways in
Paper 1 (Objective), Biology
98
4.1.1
Ways
of
students
Biology
4.2
Discussion
on
ways of
learning
(Objective), Biology
4.2.1
4.2.2
Prominent themes that
emerged from
learning ways in
(Structured and Essay),
102
emerged from
learning ways in
(Written Practical), Biology
108
Prominent themes that
students' essays of
Paper 2
Biology
4.2.3
Prominent themes that
students' essays of
Paper 3
4.3
Summary of the research
113
4.4
Conclusion
116
xi
CHAPTERS
IMPLICATION, RECOMMENDATION & CONCLUSION
5.0
Introduction
117
5.1
Implications of the research
118
5.2
Recommendations of the research
122
5.3
Conclusion of the research
126
127
REFERENCES
APPENDIXES
Research
Permission letter to conduct research
Ministry of Education
by
140
Permission letter to conduct research
by
141
Perak Educational
/
136
questionnaire
Department
xii
LIST OF TABLES
Title
Table
Page
2.1
Cognitive abilities are mental
skills
2.2
Learning styles
2.3
Biology syllabus of secondary
2.4
Analysis ofSPM Biology Paper 1 Paper 2,
21
24
school in Form 4 and Form 5
,
32
and Paper 3, year
38
2011-2012
of answers based
action words of questions in
39
2.5
Approaches
Biology
2.6
Analysis Biology questions
43
2.7
Levels of cognitive domain in Bloom's Taxonomy
44
3.1
Knowledge sought by each study phase
59
3.2
Summary of research instrument
62
4.1
Form 5 students ways of
on
learning
in
Paper
1
(Objective),
76
and
83
(Written
92
Biology
4.2
Form 5 students ways of
learning
in
Paper
2
(Structured
Essay), Biology
4.3
Form
5
students
Practical), Biology
ways
of
learning
in
Paper
3
xiii
LIST OF FIGURES
Title
Figure
Page
1.1
Requirements of cognitive construct for Paper 1, Paper 2,
Paper 3 in Sijil Pelajaran Malaysia (SPM), Biology
1.2
Conceptual framework of this study
1.3
Theoritical framework of Hermeneutics
and
8
11
Pedagogic
in this
12
study
and academic skills
20
2.1
Cognitive
2.2
Scientific methods in
2.3
The basic form of the Hermeneutics Circle
50
2.4
Detailed
51
2.5
Ontopretation scheme
51
3.1
Research
54
3.2
Overview of the research
3.3
Procedures for
3.4
Flow chart of data
3.5
Research
Biology study
ontopretation process
design
approach
conducting the study
collecting process
procedure of this research
35
57
58
63
66
xiv
LIST OF ABBREVIATIONS
DOK
Depth of Knowledge
ICPS
Integrated Curriculum for Primary Schools
ICSS
Integrated Curriculum for Secondary
PISA
Programme for International Student Assessment
SPM
Sijil Pelajaran Malaysia
STI
Science, Technology, and Innovation
Schools
CHAPTERl
INTRODUCTION
Introduction
1.0
This
the
chapter discusses the background of study
problem
statement and research
and theoritical
in the first section and will continue with
objectives. Then,
the research
questions, conceptual
framework, the significance of the study, limitation and
scope, and
operational definition of terms used in this study also been discussed.
Cognitive ability (equivalent to cognitive competence) comprises
think
this
(intelligence), knowledge (true
knowledge (Rindermann, 2012).
and relevant
The
knowledge)
and the
of the
ability
intelligent
cognitive thinking is most essential
use
to
of
for students
2
skills, thinking skills, cognitive, psychomotor, and
in educational aspects. All-round
effective development had been introduced into the
The
efforts
capability, capacity
In the
Integrated
were
focused
on
strengthening science and technology's (S&T)
Secondary
in
study Biology
students who had the
Schools
and
depth
and career-oriented in sciences and
producing
Eighth Malaysian
support productivity driven growth and improve competitiveness.
to
Curriculum for
prepare students to
training
science had been included in the
importance of learning
Plan, whereby
schooling system (Chua, 2010).
(lCSS), Biology
so as
was
designed
to
to enable them to be in various
technology.
The curriculum is also aimed at
understanding of the biological control of scientific
thought and moral values (Ministry of Education Malaysia, 2006). However, Biology was
identified
of the
as one
toughest subjects to
the past several years, the result in
Biology
in
passed the subject compared to the passes
Education
in
Sijil Pelajaran Malaysia (SPM).
For
showed the lowest number of students who
Physics and Chemistry subjects (Ministry
of
Malaysia, 2012).
The above
other individuals
clearly showed
regarded
important components
growth. Thus,
cognitive
score
it
was
abilities in
that
Malaysia through
science education
for country
learning Biology
so
score
Ministry of Education and
especially Biology
development especially
considered to seek the
other low-achieving students to also
the
experiences
and
cognitive abilities
in economy and educational
of Form 5 students in
using their
that this initiative would be able to
well in this
as
subject.
help
the
3
Background of study
1.1
The science stream is much
tougher compared
with the humanities, arts, and vocational.
The claims of science for inclusion in the school curriculum
years of active and
could
provide
persistent efforts.
liberal education
a
the most difficult
Malaysia (SPM)
subjects
to
In contrast, other
is the national examination of
examination determines and
recognized after
to be
were
taught because they
had been identified
in SPM for the past several years.
measures
Malaysia
of Education
secondary schools (Ministry
students in
subjects
(Prakash, 2011). Biology
score
came
the students' abilities of
of
Sijil Pelajaran
that must be taken
by
This
Malaysia, 2001).
as one
Form 5
important
learning and also
as
the
benchmark for students to further their studies.
is defmed
Biology
human
body as well
Biology, 2009).
for
studying
the world's
be
as
There
can
biological
case
on
no
doubt about the
thinking (Hiong
because in this
and simulation
era
of modem
Biology is
an
importance
of Biology and the
reasons
is able to understand better
and
learning of Biology need to
Teaching
actively promote the
&
encouraged
were
deals with the
knowledge, mankind
students' involvement to
the students
studies,
demanded.
be
living organisms,
aspects of everyday life (Why study human and social
lives and their processes.
critical and creative
on
many other
it at school. Because of this
emphasized
centered
the science of life and
as
Kamisah, 2013). Various activities which
be included in
projects. Nowadays,
technology,
laboratory work,
science-related
the need for skilled
important subject
formation of analytical,
field
research,
is
popular
career
people in
for admission to the best
science is
higher
highly
education
4
institutions in Malaysia. Many science
pass in
Biology
mandatory requirement.
as a
elective pure science
technology
Education
and
subject would later
play
a
leading
careers
have at least
Biology
as
a
their
in the field of science and
role in this field for national
the researcher
Biology,
abilities involved. This
viewed
psychological theory
abilities which
obviously
problems faster,
were
and
see
development (Ministry of
abilities
excellent at
consistently
relationships
as
was
the abilities of
which
thereby deriving meaning,
Interpretation applied
added Hermeneutics
Zweck
to all
can
were
new
as
better at
many different
solving problems
most
fitting
appropriate
were more
to
gain
better
& Subramanian
more
knowledgeable about
art of interpretation involved in
observed percepts into
nothing
serve as a
Some
concepts quicker, solve unfamiliar
(Reynolds, 2009). The
was
to the
providing guidance
solving problems that involve visualization.
understood
was
knowledge of the
understanding
of
(2011) explained that
recognized paradigms,
than the association of concepts.
aspects of the perceptual realm. Ramakrishnan
therefore
(2008)
and
the
multidimensional
people
experiences phenomenon. Ramakrishnan, Yahya,
interpretation
using their cognitive
well in their examination. Modem
that others do not and
pedagogic analysis
acquire
to
helping
score
correlated: Some
wider range of topics than others
Hermeneutics
hoped
aimed at
was
cognitive
positively
were
verbally while others
questions.
must
Students who had taken
take up
weak students to enhance their skills and
a
by universities
and skills of Form 5 students in
experiences
abilities in learning
students
offered
Malaysia, 2006).
From the
cognitive
courses
strategy to address
a
et al.
(2011)
broad range of research
stated every sentence that has been communicated
can
be
5
understood
research
only
from its context
explored
or
the rationale for
situation. This is also true of their content This
using
cognitive abilities of participants involved
demonstrate the
interpreting
and
flexibility
utility
information from the
learning
sources.
In
pedagogic
of
Biology.
It also
for
pedagogic
explore
to
hope
gathering
addition, this study provided
a
the
to
and
review of
application within this project.
Problem statement
In the statistical
the
in the
of Hermeneutics
essential Hermeneutics constructs and their
1.2
Hermeneutics
analysis
of the percentage of students that
result showed 101,526 out of 259,300
Biology analysis
(Ministry of Education Malaysia, 2012).
to the other science
(50.6%)
also been
as
passed
and
Physics
The
decreased
SPM 2003 examination, it
poorly
in
delivery
passing
was
showed
reported
out of
that candidates who sat for
259,300
259,300 (48.8%)
Biology
2013).
In the
Biology performed
about the test constructs of science process skills and
answer
Board, 2004). With
a
based
only. This method
on
logic
and not scientific fact
solid curriculum content and didactic
methods in schools, the students learned
examinations
126,429
passed
compared
out of
Education Division of MARA,
and this caused candidates to
Examination
the lowest scored
of SPM 2012 result of MRSM students in
(Secondary
answering questions
applications
(Malaysia
analysis
was
in 2011,
candidates
(39.2%)
Chemistry which showed 131,145
such
passed.
reported
The percentage
subjects
candidates
candidates who
passed in the Biology
Biology solely
for the purpose of
also led students to become bored and did not
6
appreciate their knowledge of Biology
did not
anything and thus
mean
was
as
it related to life since the
likely to
contribute to the
interest in Biology
subsequently affecting their performance
2007 the overall
performance
Examination Board,
were
2008).
used.
They
affecting candidates'
were
score
Candidates also lacked the
mastering terminology
In 2010
they
(Hiong
&
skills in the education system
adopt science
as
of
allowing the
in
maturity
the
as
score was
whole
process
requirements
abilities such
a
in
presenting
that students
term
given,
still weak in
hence
Biology.
the facts and concepts,
perceptual
predictive
for International Student Assessment
due to
(Ministry
a
score
in science
deficit of higher order
of Education
questions
and manual skills
to
are
thinking
Malaysia, 2012).
score an
very
excellent result.
important
in
learning
value of perceptual abilities and manual skills tests in
had been less than the
Higher Education Malaysia, 2010). Therefore,
students to demonstrate their
applying their knowledge, skills,
lower
skills, critical and creative thinking skills in
of examination
Biology concepts involving dentistry
(Ministry
and
were
Malaysian students gained
Kamisah, 2013). This lower
Biology. Generally,
(Malaysia
and the science process skills of Biology.
and the results showed that
Cognitive
explained
explain the
and reflected that 50% of students
knowledge
Meanwhile, in SPM
at a moderate level
also not able to define and
(PISA)
accordance with the
in SPM.
did not understand the concept well and the
Malaysia joined the Programme
Students need to
was
process that
negative impact of student
The SPM 2007 Performance Report
poor in science because
terminology
of the candidate
learning
cognitive achievements
assessments should aim at
highest level of performance and competency
and their personal
qualities.
7
According to Ministry
abilities
such
as
was
to students since
implemented
cognitive development, language
spiritual and moral, aesthetic
forming
and
and creative.
Biology
of certain facts and laws and
phenomenon.
organisms happen
biologists.
the
based
on
Each unit in the
chapters
the
theory
topics covered
that
theory
course
as
are
-
was
carried
achieving the
which affords
main
of
objective
covered in students'
topics
many
already
in
help
XII), 2010).
right
inquiry,
implications
causes
Students
were
of
to
the
technologies (Ministry of Education, 2006).
the
was
previous
evident and the
understanding of
required
had the
thoughts
develop knowledge
the values and attributes that will
with
the
practical integration into
them
topics
by
application
of
help
the
to master all the
possibility
to be
stated that the assessment in education
learning Biology
associated
for
furthering
answer, but extended to the related
Students need abilities in
skills of science
(2012)
determined
doing
from Form 4 to Form 5 because all the
for the
of the main
as one
suggestions
the rationale for
from them would
examined. Noor, Zamri and Zahara
and
in
helps
only subject
itself had been identified
in the textbook such
concepts (Biology (Classes XI
just
it is the
as
in
important element
It is hard to understand how the processes in science of life and
understanding gained
not
is the most
from Form 4 to Form 5 that will examine in SPM. The difficulties in
understanding the Biology subject
this
areas
communication, socio-emotional, physical,
education (Ministry of Education, 2006). There
learning
of cognitive
pre-school through respective learning
essential part of the curriculum
an
knowledge
Malaysia (2010), the importance
of Education
was
with the concept.
of bio-science and
them to consider issues
biological techniques
and
7
According
abilities
such
as
was
to
Ministry
Malaysia (2010), the importance of cognitive
of Education
to students since
implemented
cognitive development, language
pre-school through respective learning
and
spiritual
and moral, aesthetic and creative.
forming
an
knowledge
education
learning
essential part of the curriculum
(Ministry of Education, 2006).
phenomenon.
organisms happen
biologists.
the
based
on
Each unit in the
chapters
the
that
theory
in the textbook such
topics covered
as
-
was
carried
of
objective
covered in students'
topics
many
which affords
the main
achieving
already
in
help
XII), 2010).
right
inquiry,
implications
causes
Students
were
of
to
the
technologies (Ministry of Education, 2006).
the
was
previous
evident and the
understanding of
required
had the
thoughts
develop knowledge
the values and attributes that will
with
the
practical integration into
them
topics
by
application
of
help
the
to master all the
possibility
to be
stated that the assessment in education
learning Biology
associated
for
furthering
answer, but extended to the related
Students need abilities in
skills of science
(2012)
determined
doing
from Form 4 to Form 5 because all the
for the
of the main
as one
suggestions
the rationale for
from them would
examined. Noor, Zamri and Zahara
and
are
only subject
itself had been identified
theory course
concepts (Biology (Classes XI
just
in
helps
in
important element
It is hard to understand how the processes in science of life and
understanding gained
not
it is the
as
There
is the most
from Form 4 to Form 5 that will examine in SPM. The difficulties in
understanding the Biology subject
this
communication, socio-emotional, physical,
Biology
of certain facts and laws and
areas
was
with the concept.
of bio-science and
them to consider issues
biological techniques
and
8
encourages teachers to
use
Malaysia is content-and-outcome based and
in
Biology curriculum
The
Kamisah, 2013). Fragmented
T and L methods limit the
biological concepts. Biology
teachers
methods in
teaching Biology
in
encouraged
rote
important
explore
to
still
were
Learning (L)
delivery
applying
cognitive abilities
knowledge
involved in
and
the
interpret
be
experiences of students
students to understand their
emphasize
their
thinking
2010).
assess
than
learning
so
that
the
application
of
Paper 1:
Objective
answer
All
was
to
a
by simply knowing something (Ministry
long-term
higher
of
Biology.
help
Such
acquire
subjects required
It
the
was
level of
Higher
was
develop strategies
apply
Nusbaum, 2006).
knowledge for
It
that could
well in
be able to
Biology
&
to the students and
for examination.
learning Biology.
in
&
complex
the researcher's intent to
they might
understanding (Huang
The memory load will extend into
be loaded by
in
strengths. Effective learning
the fullest with strong
efficient to
explored seriously. Hence,
(Hiong
traditional and out-dated
learning Biology
the students better understand and enhance their abilities to
study however had yet to
methods
of abstract and
conveying Biology facts directly
memorization of the factual
the
and
fragmented Teaching (T)
knowledge
usually
memory and increase its
to
more
functioning
Education
to
and
Malaysia,
capacity
to
deep understanding and keep rehearsing on learning (Reisberg, 2013).
-Knowledge
-Understanding
-Application
Paper 2:
Structured
Paper 3:
practical
Written
and Essay
..
-Analyzing
-Synthesizing
-Evaluating
Figure 1.1. Requirements of cognitive
Pelajaran Malaysia (SPM), Biology.
Scientific skills
construct for
Paper 1, Paper 2, and Paper
I
3 in
Sijil
9
SPM
and
Biology consisted
of three papers
namely; Paper 1,455111, Paper 2, 455112,
Paper 3, 4551/3. Paper 1, Biology consisted of objective items, Paper
consist of
written
in the
items
subjective
in
practical
highest compared
understanding,
and
and
construct needed
having
Paper 3.
the
it
application,
only
to
score
well in
Paper 2, and
construct is the
involve
knowledge,
and
analyzing, synthesizing,
mental abilities. In
Paper 1, the requirements of
more
and
application,
to the students. The
and in the
higher
the students must
Biology,
Paper 3,
the level of
valid and useful the assessment would be.
acquire
these
students needed the
cognitive
Suan
constructs
(2011)
thinking skills
on
also
how to
questions.
The number of students in science stream had
policy
3
also involved the
advantageous
Biology,
Beside
right cognitive abilities. Hamdan, Wahida, Tang, and
stated that in order to
handle the
was
Paper
level of difficulties is identified
3.
Paper
knowledge, understanding
well in the
the
and
1
required higher
the
Figure 1.1, the
in
question
Paper 2, requirements of cognitive
that could be assessed, the
score
by applying
In
Paper
scientific skills would be
performance
Thus,
with
skills which
evaluating
3. As shown in
Paper
Biology Paper 2
of structured and essay
comprising
2 and
of 60
the science
(science):
subject is
40
still
(art)
seems
relatively
to be
low
as
impossible
since 2007
students had enrolled into science streams students
effective ways should be
stream to achieve the
follow critical
subjects
reportedly
developed in order to
as
been
on
the decline. The
students' inclination towards
only 29% of secondary
(Hiong
&
and
tertiary
Kamisah, 2013). Hence,
increase the number of students in science
target. Scoring excellent result in Biology also allows them
in universities. In the process of
becoming
a
to
developed country
10
Vision 2020,
through
qualified
in
interpret
the
specific
understanding from
and
a
higher
number of workforces who
fields. Given in the above, Hermeneutics
the situations of learning
interpreting
needed
Malaysia
were
the
perspectives of students
A
premise of Hermeneutics
Biology.
therefore
engaged
pedagogic
was
in order to make
was
that
own
construct of
used to
sense
people were
in the abilities to understand what is
and real for them in order to create their
were
of
self­
important
reality of acculturation
experiences (Zweck, 2008).
1.3
Research
1.3.1
General
To
objectives
objective
analyse Form 5
students
experiences in using their cognitive abilities
in
learning
Biology.
1.3.2
To
1
Specific objective
analyse
ways of learning
Biology
of Form 5 students
according
to examination
(Objective), Paper 2 (Subjective and Essay), and Paper 3 (Written Practical).
Paper
11
1.4
Research
questions
questions of the present study examine
The research's
the
cognitive
learning Biology through Hermeneutics pedagogic
students in
a)
What
were
the
learning ways of Form 5
b)
What
were
the
learning
the
learning
students in
Paper
ways of Form 5 students in
as
1
abilities of Form 5
follows:
(Objective), Biology?
Paper 2 (Structured and Essay),
Biology?
c)
What
were
ways of Form 5 students in
Paper
3
(Written Practical),
Biology?
1.5
Conceptual and theoritical
Figure
1.2 shows the
conceptual
framework
framework of this
study
constructed
by
the researcher
which involved input, Hermeneutics pedagogic and output. Input stage would involve the
primary part
learning ways
abilities
of
in
getting
data from Form 5 students.
Biology Paper 1, Paper 2,
and
Paper
Then, through interpretation, the
3 to
get the output data: cognitive
(set in Biology exam papers and acquired from students).
OUTPUT
INPUT
Form 5 students
Figure
1.2.
Co
-
Acquire the students'
learning ways in Biology
Conceptual framework of this study.
-
·tive abilities:
set in
Biology
exam
papers
acquired by
students through
learning ways in
Biology