INFLUENCE OF TEACHING BEHAVIOUR ON STUDENTS' SCIENCE INTEREST: INSIGHTS FROM PRIVATE SCHOOLS IN THE KLANG VALLEY

Abstract

This study investigates the impact of teaching behaviour on students' interest in science in private schools across the Klang Valley. Employing a non-experimental quantitative research approach, data was collected from 250 students in selected Klang Valley private schools via Google Form questionnaires distributed through email and WhatsApp. Both descriptive and inferential statistical techniques in SPSS were utilized for analysis. Results indicated that students highly perceived their teachers' teaching behaviour, though their interest in science was only moderate. Multiple regression analysis revealed significant predictors of students' science interest, with clarity and rapport being key factors. Clarity moderately influenced students' interest, while rapport had a more substantial effect. In summary, this study underscores the vital role of teachers' teaching behaviour in nurturing science interest among Klang Valley's private school students. The implications extend to educational policymakers, administrators, and teachers, emphasizing the importance of fostering science interest. Prioritizing effective teaching behaviours can create an enriching learning environment, boosting students' engagement in science and subsequently enhancing their academic performance.