The Level of Knowledge, Attitudes and Practices of Primary School Teachers Towards the Implementation of Document-Based Learning (DBL) In History Teaching

Abstract

This study aims to assess the level of knowledge, attitudes and practices of primary school teachers towards the implementation of Document-Based Learning (DBL) in History teaching. The DBL approach emphasizes the use of historical resources such as documents, maps, artifacts and pictures to help students think critically and build an understanding of history based on evidence. This quantitative survey study involved 300 primary school History teachers who were selected through stratified random sampling. A questionnaire instrument was used to measure the study variables. The findings of descriptive analysis showed that the level of knowledge (Mean=4.08), attitude (Mean=4.15) and practice (Mean=4.12) of teachers were at a high level. Inferential analysis also proved that there was a positive and significant correlation between attitude and teacher practice (r=0.521). In conclusion, primary school teachers have a high willingness to implement DBL, but the success of its implementation depends greatly on the positive attitude of teachers as a driver of practice. This study implies that the Ministry of Education Malaysia needs to strengthen the provision of digital document resources to support teacher motivation in implementing historical inquiry pedagogy