Evaluating the Pedagogical Value of a Year 6 English Module: A Study of Teachers’ Perspectives

Sharon Kaur Jeremiah; Charanjit Kaur Swaran Singh; Revathi Gopal; Mahendran Maniam; Noor Alhusna Madzlan; Siti Shuhaida Shukor; Mohd Haniff Mohd Tahir; Mazlin Mohktar; Tarsame Singh Masa Singh; Amreet Kaur Jageer Singh

doi:10.37934/arsbs.42.1.240251

Authors

Sharon Kaur Jeremiah Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia
Charanjit Kaur Swaran Singh Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia
Revathi Gopal Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia
Mahendran Maniam Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia
Noor Alhusna Madzlan Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia
Siti Shuhaida Shukor Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia
Mohd Haniff Mohd Tahir Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia
Mazlin Mohktar Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia
Tarsame Singh Masa Singh Faculty of Education, Languages, Psychology and Music, SEGi University, Malaysia
Amreet Kaur Jageer Singh Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris, Malaysia

DOI:

https://doi.org/10.37934/arsbs.42.1.240251

Keywords:

Year 6 English module, teachers’ perceptions, pedagogical value, language skill development, learner autonomy, curriculum alignment, primary education, module practicality

Abstract

This study examined teachers’ perceptions of the pedagogical value of the Year 6 English module, focusing on five constructs: Content relevance and progression, Communicative competence development, Global and civic awareness, Learner autonomy and reflection, and Practicality of implementation. A total of 80 primary school English teachers participated, completing a structured questionnaire with 25 items on a 5-point Likert scale. Descriptive analysis showed that teachers rated the module highly across all constructs, particularly for content alignment, integrated skill development, and reflective activities. Multiple regression analysis revealed that content relevance and progression, communicative competence development, and learner autonomy and reflection significantly predicted teachers’ perception of practicality of implementation. The findings indicate that the module is well-structured, relevant, and feasible for classroom use, providing insights for curriculum developers and educators in designing effective upper primary English materials.