This document discusses challenges faced by teachers in rural and urban schools. It identifies 6 main challenges: 1) time constraints which limit creative teaching, 2) teacher allocation that does not consider school needs, 3) an exam-oriented approach, 4) heavy workloads beyond teaching, 5) difficulties with communication skills, and 6) the need for positive teacher attitudes. It also examines factors that influence student abilities such as gender differences in teacher attention, self-expectations, demographics relating parent education/income to university attendance rates, and cultural stereotypes.

1. Audrey Yee M20131000365
Joyce Jong M20131000376
Kueh Su Li M20131000375
Lau Ee M20131000384
Ting Jack Yew M20131000380

4. Location
Rural Urban

5. Combine

6. ?

7. Classroom environment
Rural Urban

8. A
B

9. Infrastructure

10. Electricity
Water
Internet
Science lab
Library
Blackboard

12. 1. Time constraints
• Too much syllabus to cover and finish
– Use traditional teaching method to finish the
syllabus in stead of student centered
approach
• Lack of time in designing the creative and active
learning environment in the classroom

13. 2. Allocation of teachers
• Allocation of teacher without considering the
school needs
– Teacher teaching the subjects that is not
his/her option caused the access and equity
in education unsuccessful.
• Allocation of teachers in rural and urban area

14. 3. Exam oriented
• Teacher teaches only the important topics
in examination for the weak classes in
order to help students to pass in the
examination.

15. 4. Heavy work
• Extra co-curricular activities
• Extra school works (key in data in Sistem
Maklumat Murid (SMM), emis online,
applikasi pangkalan data murid (APDM),
SAPS, e-operasi, e-pangkat, e-splg,
school system)

16. 5. Communication skills
• Effective communication contribute to
effective teaching and learning process
• Deliver instruction and knowledge clearly
and according to students pace

18. 6. Teacher’s attitude
• Teachers must show positive attitudes
towards students
• Students feel comfortable approaching
teachers

21. Abilities of Students

22. Gender
"Sitting in the same classroom, reading the same
textbook, listening to the same teacher, boys and
girls receive very different educations.“
Sadker, 1994
The American Association of University Women
published a report in 1992 indicating that females
receive less attention from teachers and the attention
that female students do receive is often more negative
than attention received by boys. (Bailey, 1992)

23. Students’ Self-expectation
Logical-Mathematical Intelligence --- LOW
Influence by, past achievement.

27. Demographic

29. % OF HIGH SCHOOLERS ATTENDING UNIVERSITY
CORRELATED TO PARENTS’ EDUCATION LEVEL
0
10
20
30
40
50
60
70
80
90
100
high school A-level college graduate
44.2
56.6
73.4
80.6
child does not enter university
child enters university

30. • Low awareness level that education can provide a
better living prospect to their children in the future.
• Satisfied with their current living standard.

31. % OF HIGH SCHOOLERS ATTENDING UNIVERSITY
CORRELATED TO PARENTS’ INCOME
0
10
20
30
40
50
60
70
80
90
100
<$35,000 $35,000-
$75,000
>75,000
49.4
60.7
76.7
child does not enter university
child enters university

32. • Barely make ends meet in family expenses.
• Could not afford to support their children
especially in higher education (fees,
accommodation, expenses).
• May only support a few siblings in education
(rest are left out).

33. • Stereotype thinking:
– Male descendents to pursue study
– Older ones stay at home to help out, younger ones
pursue study
– Molding children’s mind to apply certain university
course instead of what the children themselves are
interested in

34. • Blocks children’s right to participate in
education 