Malaysia’s Post-PISA2012 Direction

Abdullah, A Rahman Tang; Peters, Robert Francis

doi:10.18178/ijch.2015.1.1.003

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…Thus, practicing the traditional teacher-centered leaning approach might have contributed to the appalling fifteen years old student's performances in reading, Mathematics, and Science in the OECD Programme for International Student Assessment (PISA) in 2009 and 2012. Malaysia was ranked fifty-second out of the sixty-five participating countries in 2012, which was still below OECD's average (Abdullah & Francis Peters, 2015) with mean score of reading assessment seen significant dropped from 414 in 2009 to 298 in 2012.…”

Section: Current Pedagogical Trend In Teaching Esl In Malaysiamentioning

confidence: 91%

A Review on The Implementation of Remote Teaching: Highlighting the Experience of Primary School ESL Teachers

Junaidi¹,

Hashim²

2021

IJARBSS

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The shutting down of countries due to the rapidly spreading COVID-19, which was announced as global pandemic on March 11, 2020, has disrupted the balance of social interaction and organization. In the effort to flatten the infection curve and reduce total fatalities from the disease, educational institutions are forced to shut down resulting educators grappling for other alternatives for delivering instructions. With urgency to maintain the continuity of the education systems, Malaysia has decided to implement Emergency Remote Teaching (ERT) to replace the withdrawal of face-to-face interaction at school during the Movement Control Order (MCO). This paper reviews the implementation of ER and teachers of primary education perception towards ERT in teaching English as second language (ESL) and challenges faced during the implementation of ERT. This paper also presents some recommendations in addressing the challenges identified to provide better implementation and quality delivery of knowledge through ERT.

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Section: Current Pedagogical Trend In Teaching Esl In Malaysiamentioning

confidence: 91%

A Review on The Implementation of Remote Teaching: Highlighting the Experience of Primary School ESL Teachers

Junaidi¹,

Hashim²

2021

IJARBSS

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“…The Malaysian government responded to the challenge by commissioning UNESCO to undertake the Malaysia Education Policy Review, which led to a series of recommendations incorporated in the Malaysia Education Development Plan 2013-2025(Azmy et al, 2016. This plan has the explicit objective of raising Malaysian students' PISA scores from the bottom third to the top global third much closer to Singapore (Abdullah and Peters, 2015). Reforms to the Malaysian curriculum included the introduction of areas that were thought to be central to Singapore's comparative success such as the development of soft skills, ethical decision-making, problem solving, team work and higher-order thinking skills (HOTS) (Aisyah et al, 2019;Hudin et al, 2018).…”

Section: Programme For International Student Assessment In South Eastmentioning

confidence: 99%

School performance in three South East Asian countries: lessons in leadership, decision-making and training

Gill

Berezina

2020

EJTD

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Purpose The three neighbouring nations of Indonesia, Malaysia and Singapore participated in the 2009, 2012 and 2015 Programme for International Student Assessment (PISA) cycles. Despite many similarities between the three nations, Singapore has consistently been a top PISA performer, with Malaysia and Indonesia in the bottom third of the international league tables. This paper aims to sketch the comparative Association of South East Asian Nations (ASEAN) context and uses PISA-derived metrics to contrast how differences in decision-making and school leadership, particularly in relation to staff development and training practices, may impact school performance across Indonesia, Malaysia and Singapore. Design/methodology/approach Ten scales from the 2015 PISA School Questionnaire for Malaysia, Singapore and Indonesia were analysed using ANOVA and t-tests as an aid to exploring the extent to which different approaches to teacher training, school leadership and governance may impact student performance. Findings Although Malaysian and Indonesian school principals report higher levels of autonomy than Singaporean peers, other evidence suggests that schools in Singapore may actually have greater decision latitude. Most significantly, Singaporean teachers take responsibility for key staff development decisions and skills transfer, whereas in Indonesia and Malaysia, teacher training is controlled by government administrators, a factor that may be a critical differentiator between the school systems. Practical implications In Singapore, teacher training is controlled by and for teachers through professional learning teams within schools and professional learning communities across schools; in Malaysia and Indonesia, similar decisions are taken by external administrators. Giving Malaysian and Indonesian teachers control over their own training could be a simple and powerful reform to target skills gaps and to generalise improvements in pedagogy quickly across schools and thus to lift school performance in these countries. Originality/value This paper highlights how differences at systemic and school levels, particularly in approaches to teacher training and leadership and may explain differentials in school performance in three ASEAN education systems.

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“…The teaching and learning of science in Malaysia still focuses on teacher-oriented activities and does not expose students to argumentative tasks (Heng & Surif, 2013a;Heng, Surif, & Seng, 2014, 2015b. Moreover, the emphasis on high-stakes examinations (Abdullah & Francis Peters, 2015;Heng, Surif, & Seng, 2015a;Peen & Arshad, 2013;Peen & Arshad, 2014) reinforces the current practice of teaching of science in Malaysia. Hence, students need to be explicitly taught the elements of scientific argumentation and be involved in group-based argumentation sessions to justify their claim with evidence after the practical work sessions.…”

Section: Literature Reviewmentioning

confidence: 99%

Explicit Instruction of Scientific Argumentation in Practical Work: A Feasibility Study

Ping¹,

Halim²,

Osman³

2019

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Mastery regarding argumentation in science among high school biology students remains elusive. This study argues that argumentation can be explicitly taught and acquired through an explicit instruction revolving around argumentation. A teaching and learning module named as the LAB-MADI Module was developed to provide secondary biology students an environment to practice and acquire argumentation skills from reasoning based on evidence through practical work. An initial draft of the LAB-MADI Module for laboratory investigation was pilot studied in one of the schools with a group of twenty-two (n = 22) Grade 10 students (aged 16 years) from a pure science class taking biology as an examination subject. The results of the pilot study showed that the activities are able to improve students' argumentation skills.

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Malaysia’s Post-PISA2012 Direction

Cited by 4 publications

References 6 publications

A Review on The Implementation of Remote Teaching: Highlighting the Experience of Primary School ESL Teachers

A Review on The Implementation of Remote Teaching: Highlighting the Experience of Primary School ESL Teachers

School performance in three South East Asian countries: lessons in leadership, decision-making and training

Explicit Instruction of Scientific Argumentation in Practical Work: A Feasibility Study

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