This study analyzed TIMSS 2003 data to investigate factors contributing to Singaporean students outperforming Malaysian students in mathematics. It found Singaporean students scored significantly higher overall and in all content areas. Singapore had advantages in resources like computer ownership. Characteristics like gender, parents' education, resources and attitudes significantly impacted achievement in both countries. Teacher characteristics mattered more for Malaysian students. The differences were largely due to Singapore's greater socioeconomic homogeneity and better implementation of strategies, rather than differences in characteristics between the countries.
This document summarizes a study that analyzed factors influencing mathematics achievement among Malaysian and Singaporean eighth-grade students using data from the 2003 Trends in International Mathematics and Science Study (TIMSS). The study found that 57.28% of the total variance in mathematics achievement in Malaysia was accounted for by school-level differences, while 74.6% of the variance in Singapore was accounted for by classroom-level differences. At the student level, mathematics self-concept was the most influential factor on achievement in both countries. At the school level, school climate as perceived by principals was the most influential factor on achievement in both countries. The study used multilevel modeling to analyze how student, classroom, and school factors contributed to mathematics achievement
This document summarizes the mathematics achievement of eighth graders from five Southeast Asian countries (Indonesia, Malaysia, Philippines, Singapore, and Thailand) on the 1999 Trends in International Mathematics and Science Study (TIMSS-R or TIMSS-1999). It finds that Singapore had the highest average score and was ranked first, while Malaysia scored above average and was ranked 16th. Thailand, Indonesia, and the Philippines scored below average and were ranked lower. Singapore performed best in all content areas, while performance varied across countries and content areas. The document also provides data on the distribution of test items and international benchmarks of achievement.
This document summarizes a research study exploring whether the quality of teachers in Malaysia is improving or declining based on interviews with three parent-teachers. The interviews found strong perceptions that teacher passion and commitment is "dissolving", as teachers seem more focused on exams and tuition for extra income rather than student learning. Initiatives to enhance teacher quality through qualifications and salary increases were seen as failing to address the "soft skills" needed in teacher education. While government documents emphasize developing high-quality teachers, the experiences shared by interviewees suggest the teaching profession is not attracting the best candidates and has lost the prestige it once held.
This document discusses the need for training and retraining of TVET (technical and vocational education and training) teachers in Malaysia. It notes that while TVET teachers receive initial training, many lack opportunities for professional development and skills upgrading. Retraining is important to keep teachers knowledgeable about curriculum changes, new teaching methods, and industry developments. The document examines different training and retraining strategies, including curriculum development, program design involving stakeholders like industries, and use of new learning methods and materials in the classroom. It emphasizes the importance of retraining to improve teacher quality and ensure TVET remains relevant for students and the job market.
This document summarizes a paper presented at a conference on technical and vocational education and training in Malaysia. It discusses the development of competency for vocational teachers in Malaysia from a curriculum development perspective.
The paper addresses the training of vocational teachers, focusing on curriculum development to meet stakeholder requirements. It outlines frameworks and standards for quality teaching, including the expected attributes of vocational teachers in Malaysia. It also describes the curriculum development process used by one university, the University Tun Hussein Onn Malaysia, to improve teacher competency. The new curriculum is intended to provide teachers that meet the requirements of the Ministry of Education.
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
A study on quantity and quality of mathematics teachers in central plateau st...Alexander Decker
The document examines the quality and quantity of mathematics teachers in secondary schools in central Plateau state, Nigeria. It finds that the teachers possess various qualifications from NCE to M.Ed degrees, with most having NCE certificates. Some schools have no mathematics teachers while others have between 1 to 4 teachers. Of the 83 teachers studied, 24 have less than 5 years of teaching experience, 27 have between 5-10 years, and 32 have more than 10 years. The average teacher to student ratio was found to be 1:233. The study aims to provide insights that can help improve the quality of mathematics education and national development in Nigeria.
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
This document summarizes a study that analyzed factors influencing mathematics achievement among Malaysian and Singaporean eighth-grade students using data from the 2003 Trends in International Mathematics and Science Study (TIMSS). The study found that 57.28% of the total variance in mathematics achievement in Malaysia was accounted for by school-level differences, while 74.6% of the variance in Singapore was accounted for by classroom-level differences. At the student level, mathematics self-concept was the most influential factor on achievement in both countries. At the school level, school climate as perceived by principals was the most influential factor on achievement in both countries. The study used multilevel modeling to analyze how student, classroom, and school factors contributed to mathematics achievement
This document summarizes the mathematics achievement of eighth graders from five Southeast Asian countries (Indonesia, Malaysia, Philippines, Singapore, and Thailand) on the 1999 Trends in International Mathematics and Science Study (TIMSS-R or TIMSS-1999). It finds that Singapore had the highest average score and was ranked first, while Malaysia scored above average and was ranked 16th. Thailand, Indonesia, and the Philippines scored below average and were ranked lower. Singapore performed best in all content areas, while performance varied across countries and content areas. The document also provides data on the distribution of test items and international benchmarks of achievement.
This document summarizes a research study exploring whether the quality of teachers in Malaysia is improving or declining based on interviews with three parent-teachers. The interviews found strong perceptions that teacher passion and commitment is "dissolving", as teachers seem more focused on exams and tuition for extra income rather than student learning. Initiatives to enhance teacher quality through qualifications and salary increases were seen as failing to address the "soft skills" needed in teacher education. While government documents emphasize developing high-quality teachers, the experiences shared by interviewees suggest the teaching profession is not attracting the best candidates and has lost the prestige it once held.
This document discusses the need for training and retraining of TVET (technical and vocational education and training) teachers in Malaysia. It notes that while TVET teachers receive initial training, many lack opportunities for professional development and skills upgrading. Retraining is important to keep teachers knowledgeable about curriculum changes, new teaching methods, and industry developments. The document examines different training and retraining strategies, including curriculum development, program design involving stakeholders like industries, and use of new learning methods and materials in the classroom. It emphasizes the importance of retraining to improve teacher quality and ensure TVET remains relevant for students and the job market.
This document summarizes a paper presented at a conference on technical and vocational education and training in Malaysia. It discusses the development of competency for vocational teachers in Malaysia from a curriculum development perspective.
The paper addresses the training of vocational teachers, focusing on curriculum development to meet stakeholder requirements. It outlines frameworks and standards for quality teaching, including the expected attributes of vocational teachers in Malaysia. It also describes the curriculum development process used by one university, the University Tun Hussein Onn Malaysia, to improve teacher competency. The new curriculum is intended to provide teachers that meet the requirements of the Ministry of Education.
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
A study on quantity and quality of mathematics teachers in central plateau st...Alexander Decker
The document examines the quality and quantity of mathematics teachers in secondary schools in central Plateau state, Nigeria. It finds that the teachers possess various qualifications from NCE to M.Ed degrees, with most having NCE certificates. Some schools have no mathematics teachers while others have between 1 to 4 teachers. Of the 83 teachers studied, 24 have less than 5 years of teaching experience, 27 have between 5-10 years, and 32 have more than 10 years. The average teacher to student ratio was found to be 1:233. The study aims to provide insights that can help improve the quality of mathematics education and national development in Nigeria.
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document is a project report from Raffles Institution that aims to help Primary school students improve their ability to solve complex word problems in mathematics. It conducted a survey and interview with a math teacher to understand the challenges students face. It was found that students struggled most with multi-step word problems and running out of time. The project designed worksheets that broke down word problems into simpler concepts and tested students before and after to measure the impact of this modified teaching approach. The post-test results revealed improvements in student performance.
A Study on Interest in Mathematics Interest and its Relation to Academic Achi...ijtsrd
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation measuring instrument and achievement test in mathematics. Six hypotheses were tested for significant at 0.05 margin of error using t test and analysis of variance ANOVA Results showed that gender difference and Parents Income were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Ms. S. Kalpana | Ms. V. A. Malathi ""A Study on Interest in Mathematics Interest and its Relation to Academic Achievement in Mathematics Among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25113.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25113/a-study-on-interest-in-mathematics-interest-and-its-relation-to-academic-achievement-in-mathematics-among-higher-secondary-students/ms-s-kalpana
Professionalism in teaching mathematics demographic profiling of secondary sc...Alexander Decker
1) The document profiles secondary school mathematics teachers in Taraba State, Nigeria based on their teaching experience, university subject studied, and academic qualifications.
2) It surveyed 327 secondary school mathematics teachers and found that they come from diverse backgrounds and less than 40% have teacher certification in mathematics education.
3) The study aimed to examine teachers' conceptions of problem solving and how they relate to professionalism in teaching mathematics, in order to help address poor student performance in the subject.
This document summarizes a study on the relationship between pupils' interest, study habits, and achievement in mathematics. It provides background on Singapore's high performance on international assessments and factors influencing Philippine students' poor performance. The study aims to determine the correlation between grade 4-6 pupils' mathematics achievement and interest and study habits at Inopacan Central School. It discusses related literature and the research methodology, which will use a quantitative descriptive correlational design and qualitative phenomenology design with 94 pupils and 4 math teachers as respondents.
The document discusses two international student assessments - TIMSS and PISA - and Malaysia's performance on PISA from 2009 to 2012. It also examines factors that could influence Malaysia's PISA scores, such as differences between the PISA exam format and Malaysia's national exams, the priority given to finishing syllabi over conceptual learning, and constraints placed on science and reading scores. Suggested reforms include aligning Malaysia's curriculum with international standards, increasing the emphasis on English, and addressing weaknesses in the education system despite its large budget. However, others argue that ranking countries based on these tests is unrealistic and fails to consider differences in educational systems and policies across nations.
This document provides background information and context for a study on the teaching competencies of elementary English teachers and students' performance.
It begins by discussing the historical context of grammar instruction, moving from a prescriptive approach focused on memorization to a more integrated approach. It then presents the objectives and theoretical framework of teaching English at the elementary level.
The conceptual framework outlines the independent variable of teaching competencies and dependent variable of students' performance, as well as moderating variables like teacher and student profiles. The statement of the problem identifies the specific research questions the study aims to answer regarding teacher competencies and their relationship to student performance. Finally, it provides definitions of key terms and the scope and limitations of the study.
Reflections on pedagogical and curriculum implementation at orang asli school...Norwaliza Abdul Wahab
This study examined curriculum and pedagogical approaches at Orang Asli (indigenous Malaysian people) primary schools through interviews with teachers. The main finding was that pedagogical practices and curriculum content need to be improved for indigenous students. Teachers indicated that indigenous students learn best through fun, hands-on, holistic methods that incorporate their culture and language. The study recommends training teachers in indigenous pedagogy and re-examining the curriculum to include more culturally relevant content.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
1) The document discusses factors that influence student academic performance in KCSE examinations in Manga Sub County, Kenya. It examines the impact of pedagogy, teaching/learning resources, teacher motivation, and teacher experience.
2) The study found that pedagogy influences performance, with student-centered methods like discussions and projects leading to better outcomes than lecture-based teaching.
3) It also found that availability of teaching/learning materials like textbooks positively impacts performance, while inadequate or ineffective use of facilities hinders curriculum delivery and performance.
4) The document concludes that high teacher motivation, through better rewards and working conditions, increases teacher commitment and morale, leading to improved syllabus coverage and ultimately better student
This study aimed to examine the implementation of the Jigsaw approach in teaching primary social studies in Brunei Darussalam. The topic selected for this study was on 'The Reign of Sultan Omar Ali Saifuddien III 1950 – 1967’. The sample consisted of 25 primary students in a Year 6 class. The methodology of this study was an action research. Among the instruments used were tests, observations, interviews, and students' journals. The findings showed that the students' test results had improved, indicating the effectiveness of the Jigsaw approach in teaching social studies. It was observed that there were positive developments in students’ communication skills as well as their participation in the class activities. The students' motivation to learn was mostly positive as they enjoyed learning cooperatively in the given activities. However, the challenge of implementing this Jigsaw approach was the role of the teacher as a facilitator in this approach. Future research should continue to examine the different ways of teaching social studies that could involve students' active participation in the teaching and learning process.
Attitude of lecturers towards student’s evaluation of their teaching effectiv...Alexander Decker
This document discusses a study on lecturers' attitudes toward student evaluations of teaching effectiveness in Nigerian universities. The study surveyed 490 lecturers across disciplines and universities in southern Nigeria. Key findings include:
1) Most lecturers (66%) had a positive attitude toward student evaluations, while 34% had a negative attitude.
2) Gender and age significantly influenced attitudes, with differences found between male and female lecturers and younger and older lecturers.
3) Professional status and discipline did not significantly impact attitudes.
4) Teaching experience did significantly influence attitudes, with more experienced lecturers having more negative views of student evaluations.
The study concludes that while most Nigerian lecturers support the concept
Effect of gender on students academic achievement in secondary school social ...Alexander Decker
1) The study investigated the effect of gender on academic achievement in Social Studies among 180 secondary school students in Delta and Edo States, Nigeria.
2) The results showed that gender had no significant effect on student achievement in Social Studies, though females in the experimental groups gained more than males.
3) There was a significant interaction effect found between the teaching strategies (simulation games, brainstorming, lecture method) and gender on student academic achievement in Social Studies. Specifically, males performed better with simulation games and lecture method while females performed better with brainstorming.
Dokumen tersebut membincangkan tentang Trends in International Mathematics and Science Study (TIMSS) yang merupakan kajian antarabangsa berkala mengenai pencapaian pelajar dalam matematik dan sains. Ia menyentuh mengenai objektif, sasaran, domain kandungan dan kognitif yang dinilai dalam ujian TIMSS serta beberapa isu dan cabaran yang dihadapi oleh sistem pendidikan Malaysia berdasarkan keputusan kajian tersebut.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document is a project report from Raffles Institution that aims to help Primary school students improve their ability to solve complex word problems in mathematics. It conducted a survey and interview with a math teacher to understand the challenges students face. It was found that students struggled most with multi-step word problems and running out of time. The project designed worksheets that broke down word problems into simpler concepts and tested students before and after to measure the impact of this modified teaching approach. The post-test results revealed improvements in student performance.
A Study on Interest in Mathematics Interest and its Relation to Academic Achi...ijtsrd
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation measuring instrument and achievement test in mathematics. Six hypotheses were tested for significant at 0.05 margin of error using t test and analysis of variance ANOVA Results showed that gender difference and Parents Income were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Ms. S. Kalpana | Ms. V. A. Malathi ""A Study on Interest in Mathematics Interest and its Relation to Academic Achievement in Mathematics Among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25113.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25113/a-study-on-interest-in-mathematics-interest-and-its-relation-to-academic-achievement-in-mathematics-among-higher-secondary-students/ms-s-kalpana
Professionalism in teaching mathematics demographic profiling of secondary sc...Alexander Decker
1) The document profiles secondary school mathematics teachers in Taraba State, Nigeria based on their teaching experience, university subject studied, and academic qualifications.
2) It surveyed 327 secondary school mathematics teachers and found that they come from diverse backgrounds and less than 40% have teacher certification in mathematics education.
3) The study aimed to examine teachers' conceptions of problem solving and how they relate to professionalism in teaching mathematics, in order to help address poor student performance in the subject.
This document summarizes a study on the relationship between pupils' interest, study habits, and achievement in mathematics. It provides background on Singapore's high performance on international assessments and factors influencing Philippine students' poor performance. The study aims to determine the correlation between grade 4-6 pupils' mathematics achievement and interest and study habits at Inopacan Central School. It discusses related literature and the research methodology, which will use a quantitative descriptive correlational design and qualitative phenomenology design with 94 pupils and 4 math teachers as respondents.
The document discusses two international student assessments - TIMSS and PISA - and Malaysia's performance on PISA from 2009 to 2012. It also examines factors that could influence Malaysia's PISA scores, such as differences between the PISA exam format and Malaysia's national exams, the priority given to finishing syllabi over conceptual learning, and constraints placed on science and reading scores. Suggested reforms include aligning Malaysia's curriculum with international standards, increasing the emphasis on English, and addressing weaknesses in the education system despite its large budget. However, others argue that ranking countries based on these tests is unrealistic and fails to consider differences in educational systems and policies across nations.
This document provides background information and context for a study on the teaching competencies of elementary English teachers and students' performance.
It begins by discussing the historical context of grammar instruction, moving from a prescriptive approach focused on memorization to a more integrated approach. It then presents the objectives and theoretical framework of teaching English at the elementary level.
The conceptual framework outlines the independent variable of teaching competencies and dependent variable of students' performance, as well as moderating variables like teacher and student profiles. The statement of the problem identifies the specific research questions the study aims to answer regarding teacher competencies and their relationship to student performance. Finally, it provides definitions of key terms and the scope and limitations of the study.
Reflections on pedagogical and curriculum implementation at orang asli school...Norwaliza Abdul Wahab
This study examined curriculum and pedagogical approaches at Orang Asli (indigenous Malaysian people) primary schools through interviews with teachers. The main finding was that pedagogical practices and curriculum content need to be improved for indigenous students. Teachers indicated that indigenous students learn best through fun, hands-on, holistic methods that incorporate their culture and language. The study recommends training teachers in indigenous pedagogy and re-examining the curriculum to include more culturally relevant content.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
1) The document discusses factors that influence student academic performance in KCSE examinations in Manga Sub County, Kenya. It examines the impact of pedagogy, teaching/learning resources, teacher motivation, and teacher experience.
2) The study found that pedagogy influences performance, with student-centered methods like discussions and projects leading to better outcomes than lecture-based teaching.
3) It also found that availability of teaching/learning materials like textbooks positively impacts performance, while inadequate or ineffective use of facilities hinders curriculum delivery and performance.
4) The document concludes that high teacher motivation, through better rewards and working conditions, increases teacher commitment and morale, leading to improved syllabus coverage and ultimately better student
This study aimed to examine the implementation of the Jigsaw approach in teaching primary social studies in Brunei Darussalam. The topic selected for this study was on 'The Reign of Sultan Omar Ali Saifuddien III 1950 – 1967’. The sample consisted of 25 primary students in a Year 6 class. The methodology of this study was an action research. Among the instruments used were tests, observations, interviews, and students' journals. The findings showed that the students' test results had improved, indicating the effectiveness of the Jigsaw approach in teaching social studies. It was observed that there were positive developments in students’ communication skills as well as their participation in the class activities. The students' motivation to learn was mostly positive as they enjoyed learning cooperatively in the given activities. However, the challenge of implementing this Jigsaw approach was the role of the teacher as a facilitator in this approach. Future research should continue to examine the different ways of teaching social studies that could involve students' active participation in the teaching and learning process.
Attitude of lecturers towards student’s evaluation of their teaching effectiv...Alexander Decker
This document discusses a study on lecturers' attitudes toward student evaluations of teaching effectiveness in Nigerian universities. The study surveyed 490 lecturers across disciplines and universities in southern Nigeria. Key findings include:
1) Most lecturers (66%) had a positive attitude toward student evaluations, while 34% had a negative attitude.
2) Gender and age significantly influenced attitudes, with differences found between male and female lecturers and younger and older lecturers.
3) Professional status and discipline did not significantly impact attitudes.
4) Teaching experience did significantly influence attitudes, with more experienced lecturers having more negative views of student evaluations.
The study concludes that while most Nigerian lecturers support the concept
Effect of gender on students academic achievement in secondary school social ...Alexander Decker
1) The study investigated the effect of gender on academic achievement in Social Studies among 180 secondary school students in Delta and Edo States, Nigeria.
2) The results showed that gender had no significant effect on student achievement in Social Studies, though females in the experimental groups gained more than males.
3) There was a significant interaction effect found between the teaching strategies (simulation games, brainstorming, lecture method) and gender on student academic achievement in Social Studies. Specifically, males performed better with simulation games and lecture method while females performed better with brainstorming.
Dokumen tersebut membincangkan tentang Trends in International Mathematics and Science Study (TIMSS) yang merupakan kajian antarabangsa berkala mengenai pencapaian pelajar dalam matematik dan sains. Ia menyentuh mengenai objektif, sasaran, domain kandungan dan kognitif yang dinilai dalam ujian TIMSS serta beberapa isu dan cabaran yang dihadapi oleh sistem pendidikan Malaysia berdasarkan keputusan kajian tersebut.
Kajian ini bertujuan untuk menentukan pengaruh jenis latihan guru dan pengalaman mengajar terhadap efikasi guru sekolah menengah di Sabah. Data dikumpulkan dari 928 guru di 22 sekolah menggunakan skala efikasi guru. Analisis mendapati terdapat perbezaan min yang signifikan dalam efikasi guru mengikut jenis latihan dan pengalaman mengajar, dengan guru DPM dan pengalaman lebih 7 tahun mempuny
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
Program Eksekutif Cuti Sekolah Ijazah Sarjana Pendidikan (Matematik) 2013/2014 menyoroti isu budaya sekolah melalui pembentangan kumpulan yang membincangkan definisi budaya sekolah, matlamat kurikulum matematik, falsafah pendidikan Malaysia, dan unsur-unsur budaya positif dan negatif di sekolah serta cadangan untuk penambahbaikan.
Kajian ini bertujuan mengenalpasti pendekatan pengajaran yang digunakan oleh guru matematik di sekolah menengah di Johor Bahru serta masalah yang dihadapi. Seramai 177 guru responden mengisi soal selidik tentang pendekatan berpusatkan guru, pelajar, dan bahan. Hasilnya menunjukkan pendekatan berpusatkan pelajar dan bahan lebih banyak digunakan. Walau bagaimanapun, pendekatan berpusatkan guru masih digunak
Dokumen ini membahas pengaruh kelayakan guru terhadap efikasi guru di sekolah menengah di Malaysia. Kajian ini menemukan bahwa guru dengan latihan Diploma Pendidikan memiliki efikasi tertinggi dan guru dengan pengalaman mengajar lebih dari tujuh tahun lebih efikasi daripada guru dengan pengalaman kurang. Tujuan kajian ini adalah untuk menentukan pengaruh jenis latihan dan pengalaman mengajar terhadap
Format soalan PISA yang panjang dan memerlukan interpretasi berbeza daripada format soalan peperiksaan Malaysia yang ringkas dan tertumpu kepada rajah. Ini menyukarkan murid Malaysia menjawab soalan PISA. Ramai murid pula tidak menganggap ujian PISA serius kerana ia hanya kajian, lantas tidak cuba menjawab banyak soalan.
Tesis ini mengkaji hubungan antara kebimbangan matematik dan pencapaian pelajar tingkatan empat di daerah Klang, Malaysia. Kajian ini melibatkan 342 pelajar dan menggunakan soal selidik untuk mengukur tahap kebimbangan matematik dan pandangan pelajar terhadap matematik. Dapatan kajian menunjukkan kebimbangan matematik pelajar berada pada tahap sederhana, dengan pelajar sekolah luar bandar dan aliran sains
Laporan TIMSS dan PISA Punca Malaysia Tercorot Bellicose
Keputusan TIMSS and PISA Malaysia, usah terlalu beri tekanan kepada Muhyiddin. Walaupun Sistem Pendidikan Thailand berjaya mendahului kita, sekurang-kurangnya Montenegro ketinggalan 1 mata di belakang kita.
Laporan TIMSS dan PISA Punca Malaysia Tercorot
Tidak menjadi kesalahan sekiranya Malaysia yang Sistem Pendidikan Bertaraf Dunia dikategorikan bersama Tamil Nadu India dan Montenegro sekalipun. Yakinlah pada strategi pemimpin kita, bersabarlah. PPPM pasti akan menampakkan hasil gemilangnya 50 atau 80 tahun lagi.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
A study on quantity and quality of mathematics teachers in central plateau st...Alexander Decker
The document discusses a study on the quantity and quality of mathematics teachers in central Plateau state, Nigeria. The study examined the qualifications, teaching experience, and gender of 83 mathematics teachers across 58 secondary schools. It found that the teachers had varying qualifications from NCE to M.Ed degrees, with most having NCE certificates. On average, schools had 1 mathematics teacher, and the teacher to student ratio was 1:233. The implications of the lack of qualified teachers for national development in Nigeria are discussed. It is recommended that the government employ more qualified mathematics teachers and support further education for unqualified teachers.
This document discusses Malaysia's performance on the TIMSS and PISA international assessments in mathematics and science. It provides background on TIMSS and PISA, including their testing frameworks and differences. Malaysia's rankings have generally been in the middle compared to other countries. The document discusses benefits of participating, including identifying weaknesses in the education system. It concludes that Malaysia's exam-focused teaching and gaps in critical thinking skills have likely contributed to average performance on TIMSS and PISA.
This summary analyzes achievement differences between rural and urban 6th grade students in Battambang Province, Cambodia. Data was collected from exam results of 108 6th graders across 16 schools who passed tests in Khmer language and math subjects. Female students performed better in Khmer (40 passed vs 14 male) while males performed slightly better in math (22 passed vs 32 female). Overall, rural students performed worse than urban students. The study aims to determine differences in mean scores between rural and urban areas, and between genders, to identify factors affecting student achievement.
The Impact of School Academic Quality on Low Socioeconomic Status studentshanakunje
1) The document examines whether high-quality schools benefit low socioeconomic status (SES) students as much as high SES students in terms of completing Year 12.
2) It finds that high-quality schools benefit all students, but help low-achieving, low SES students the most - doubling their chances of completing Year 12 compared to low-quality schools.
3) For the most vulnerable students who are low-achieving and low SES, increasing school quality has an exceptionally large positive impact on Year 12 completion rates.
Effects of teachers’ qualifications on performance in further mathematics amo...Alexander Decker
This study examined the effects of teachers' qualifications on the performance of secondary school students in Further Mathematics in Kaduna State, Nigeria. Data was collected from 160 Further Mathematics students across 12 schools using a teacher assessment test and student achievement test. The results of an ANOVA test revealed a significant difference in student performance based on their teachers' qualifications. The study aims to identify the competency level required by teachers to positively influence student performance and suggest ways to improve student performance in Further Mathematics across schools in the state.
Conceptualizing institutional policies for students’ academic success in camb...Sam Rany
The document discusses conceptualizing institutional policies that can promote students' academic success in Cambodian universities. It analyzes theories by Astin and Tinto regarding factors that influence student outcomes. The document proposes a conceptual model incorporating 10 variables as predictors: demographic factors, prior schooling, English proficiency, goal commitment, institutional commitment, academic integration, social integration, curricular involvement, faculty interaction, and peer group interaction. These variables are linked to student input, environment, and outcomes based on the theories. The model aims to guide research on institutional policies supporting Cambodian students' academic achievement and retention.
This document discusses conceptualizing institutional policies to promote students' academic success in Cambodian universities. It begins by providing context on Cambodian higher education and issues impacting students' academic performance. It then reviews theories by Astin and Tinto that link institutional experiences and academic success. Based on these theories, the document proposes ten variables that may influence how institutional policies impact academic success in Cambodia. Finally, it designs a conceptual model to illustrate the relationships between student characteristics, academic environment, policies, and academic success within the Cambodian education system.
This document summarizes a study that analyzed test results from 2013-2018 to evaluate learning outcomes in science and mathematics for elementary students in the Philippines. The study found:
- Learning outcomes in science increased by grade level but generally declined by school year.
- Learning outcomes in mathematics varied by grade level and consistently declined by school year.
- Grades 3 and 6 showed decreases.
The study concluded learning outcomes are declining over time. It proposed a continuing professional development plan for teachers to enhance student learning, focusing on improving results in mathematics and for certain grades.
The document summarizes the 2011 performance of District 30 students on the Illinois Standards Achievement Test (ISAT). Key points:
- 792 students in the district took the ISAT in reading and math. Some also took the science portion.
- The district met all criteria for Adequate Yearly Progress and subgroups like Asian/Pacific Islander, White, and Students with Disabilities performed well.
- Analysis of results found strong performance across grades and subjects, with more students exceeding than meeting standards in recent years.
E-learning platforms are transforming the way education delivery is done in a significant way. Key to this transformation is the broadband-enabled internet, now being promoted under broadband-for-all global policies, which is facilitating how students learn beyond the walls of the classrooms. As students learn at their own pace with e-learning, teachers serve and act as facilitators guiding and helping out where students find difficulties in certain concepts. This is transforming the way education is delivered and allows teachers to put more attention on students with difficulties (slow learners) while the more capable students (fast learners) can move on to new concepts at their own pace. There are many e-learning platforms in use today. This paper focuses on those platforms dealing with delivering secondary level education; specifically science education at the advanced-level (A-level) secondary schools. A review of existing e-learning platforms is presented with the aim of identifying requirements for and justification of developing an improved e-learning platform that supports interactivity, collaboration and motivational engagement of learners throughout the process of education delivery. The output of this analysis review shows that most of these platforms currently in use do not support a holistic way to engage students in an interactive and collaborative manner, which is known to motivate learning and at the same time develops within learners collaboration, creativity, communication and critical thinking (4Cs) mindset necessary for the 21st century learning. It is desirable to have a platform that supports interactive education delivery and student collaboration in learning by engaging students, teachers (facilitators) and parents (guardians).
This document examines factors that influence high school students in Thailand when choosing a cram school. It surveyed 198 junior high students and 198 senior high students about the importance of various factors. The results showed that the teaching-learning factor and location factor were most important to both groups. The document recommends that cram schools gather student feedback to improve teaching quality and services, and provide online communication channels to better meet student and parent needs.
A Leak in the Teacher Pipeline? Employment Rates for Initially-Prepared Teach...Analisa Sorrells
A Leak in the Teacher Pipeline? Employment Rates for
Initially-Prepared Teachers from UNC System Institutions from the Education Policy Institute at Carolina.
A CLOSER LOOK AT THE TEACHERS AND THE TEACHING PROFESSION IN THE ASEAN AND BE...Abegail Coroña
This document provides an overview of teaching as a profession across ASEAN countries and beyond. It discusses the education systems, levels of schooling, teacher qualifications and licensing, responsibilities, and practices in ASEAN countries like the Philippines, Singapore, Malaysia, as well as countries like China, Japan, and the US. It finds that while there are some variations, countries generally have primary, secondary, and tertiary education levels. Teachers require a bachelor's degree and certification, and have responsibilities like teaching, managing learning, and administrative work. The profession is similarly respected in high-performing countries like Japan and China.
In Singapore, the system includes six years of primary school, followed by four to six years of secondary school, and one to three years of postsecondary school. The curriculum for primary schools is common for all students in years one to four.
This document summarizes a study on the impact of educational resources and secondary school students' achievement in mathematics in Lagos, Nigeria. It provides background on the importance of education and mathematics. Statistics are presented on students' poor performance on WAEC mathematics exams from 2004-2007, with over 50% scoring below credit level. The Lagos State Government has implemented programs like the Eko Project to improve education quality by providing resources like teacher training, assessment, and grants. The study will examine how instructional materials, learning enhancement resources, and teacher training as educational resources impact students' mathematics achievement, accounting for sex and age differences. Previous research shows a positive relationship between resources and academic performance.
This document provides an action plan for Broward County schools to improve student achievement. It identifies targeted student groups in reading, math, science and writing based on FCAT performance. Recommendations are given to maintain or increase proficiency levels through intensive tutorials and aligning instruction to test specifications. The document also provides information on AYP, school grades, FCAT administration and the role of technology, Title I funding and monitoring plans to support student success.
Establishing how current academic performance relates to future performance is key to helping educators fine tuning their assessment practice. At present high failure rate of Agriculture subject at Primary Leaving Examination (PSLE) has been of a great concern in Botswana. To determine the relationship between the standard four attainment scores and Primary Leaving Examination scores key in tracing the origin of failure observed at primary school leaving examination. The main focus of this study was to determine the validity of standard four attainment scores in predicting performance at standard seven Primary School Leaving Examination (PSLE). A quantitative study of correlational research design used secondary data scores obtained from Botswana Examination Council (BEC) to determine the correlation coefficient (r) between the two sets of scores. The study indicated that there was strong correlation, r=.8 at P= .00, between standard four attainment scores and PSLE scores, therefore the null hypothesis that states that there is no significant relationship between standard four attainment scores and PSLE scores was rejected. It was concluded that high failure rate obtaining at PSLE is related to poor foundation laid at lower levels. It is recommended that standard four attainment scores or performance should save as criterion for moving into upper primary (standard 5-7) and subsequently seating for PSLE.
Influence of sex and ability level on students’ mathematics readiness in enug...Alexander Decker
This document summarizes a study that investigated the influence of sex and ability level on students' mathematics readiness in Enugu State, Nigeria. The study found that:
1) In general, boys scored higher than girls on the mathematics readiness test (MATHRET).
2) The mean difference in scores between boys and girls was statistically significant across high, average, and low ability levels.
3) Both sex and ability level influence students' mathematics readiness. The study recommended establishing differentiated norms for boys and girls in each ability level.
The study aims to determine differences in the achievement of students who pass the National Selection of State Universities (SNMPTN), the Selection of Joint Entrance State University (SBMPTN), and the Joint Entrance examination (UMB) at the Faculty of Teachers Training and Education (FKIP) at the University of Syiah Kuala. The study used descriptive method with a quantitative approach. The population in this study were all FKIP Unsyiah students entering university in 2013 that passed the SNMPTN, SBMPTN, and UMB. The population pool was as many as 1,038 students, with 289 students selected for the sample using the Proportionate Stratified Random Sampling technique. The One Way Anova Test was used for data analysis followed by a Least Significance Difference (LSD) test. Hypothesis in this research is there are differences in the achievement of FKIP Unsyiah students passed through SNMPTN, SBMPTN, and UMB. The results showed that the achievement of FKIP Unsyiah students who passed through the SBMPTN had average GPAs of 3.46, 3.32 for the SNMPTN and 3.36 for the UMB. Based on the results, it can be concluded that students who pass the SBMPTN had greater achievement than student who pass the SNMPTN and UMB.
This document summarizes a study that examined Malaysian year 1 students' readiness to learn science process skills in English. The study compared students from urban and rural areas and assessed their competency in communication, classification, and observation skills using English terminology. Results showed significant differences between rural and urban students in communication, classification, and observation skills. The findings can help improve science pedagogy in primary schools. The study aimed to determine if differences exist between urban and rural students' competency in science process skills in English, and to assess year 1 students' overall readiness level for learning science in English.
This document discusses the implementation of a policy change in Malaysia to use English as the medium of instruction for science and technology disciplines in public universities. The policy was introduced from the top-down by the Ministry of Education but universities have faced challenges in fully implementing it. Lecturers and academic management have varying attitudes toward the change and expectations between the Ministry and universities are misaligned. As a result, some students expected their first-year courses to be in English but this was not fully realized, causing confusion and issues that this paper aims to examine.
This study explored the gender gap in academic achievement in Malaysia by examining PMR exam results and learning styles of 411 Malaysian secondary students. The study found that females achieved significantly higher results than males in the PMR exams. It also found most students had active, visual, and sequential learning styles, but found no significant differences in learning styles between genders. However, gender, sensing learning style, and visual learning style were found to significantly predict academic achievement, suggesting accommodating these learning styles could help narrow the gender gap. Addressing the gender gap is important for developing human capital and workforce gender balance in Malaysia.
1. Artikel ini membahas tentang integrasi antara pendidikan, kurikulum, dan masyarakat. 2. Pendidikan dan kurikulum yang mantap akan membentuk masyarakat yang hidup dengan jiwa kesederhanaan. 3. Konsep pendidikan bersepadu dapat menciptakan integrasi antara pendidikan, kurikulum, dan masyarakat untuk membentuk masyarakat yang mengenal kebenaran.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
1. Vol. 2, No. 1 International Education Studies
8
Mathematics Achievement among Malaysian Students:
What Can They Learn from Singapore?
Noor Azina Ismail (Corresponding author)
Faculty of Economics & Administration, University of Malaya
50603 Kuala Lumpur, Malaysia
Tel: 60-3-7967-3638 E-mail: nazina@um.edu.my
Halimah Awang
Faculty of Economics & Administration, University of Malaya
50603 Kuala Lumpur, Malaysia
Tel: 60-3-7967-3601 E-mail: halima@um.edu.my
Abstract
Malaysia was ranked 16th
and 10th
in mathematics based on the Trends in Mathematics and Science Study (TIMSS) in
1999 and 2003, respectively while its neighbor, Singapore, used to be a part of Malaysia until 1965, was ranked first in
both years. Hence, it is the aim of this study to investigate what makes Singaporean students better in mathematics
performance compared to Malaysian students using TIMSS data. Factors examined in this analysis include
characteristics of students, teachers and schools, educational aids and resources as well as students’ attitudes towards
mathematics learning. It is hoped that the findings from this study will provide useful inputs to improve mathematics
learning among Malaysian students.
Keywords: Achievement, Secondary analysis, Comparative studies, TIMSS
1. Introduction
Numerous research have been undertaken to investigate trends in mathematics achievement and the factors influencing
mathematics learning and performance (Ma and Klinger, 2000; Papanastasiou, 2000; Al Khateeb, 2001; Tsao, 2004;
Mullis, Martin, Gonzalez and Chrostowski, 2004; House and Telese, 2008). For example, Ma and Klinger (2000)
studied the factors of mathematics achievement which include students’ gender, age, ethnicity, their family
socioeconomic status and school characteristics. In Papanastasiou (2000), the effects of school, students’ attitudes and
beliefs in mathematics learning on students’ performance were investigated. Mathematics beliefs and self-concept were
also studied by House and Telese (2008) and Wang (2007) while Al Khateeb (2001) examined gender differences in
mathematics achievement among high school students.
Both House and Telese (2008) and Tsao (2004) used data from the Trends in Mathematics and Science Study (TIMSS)
in their comparative analyses of mathematics achievement of students in the United States and Japan, and the United
States and Taiwan, respectively. TIMSS data also showed that the eighth grade students from Singapore were ranked
first in mathematics among participating countries while its neighbor, Malaysia was ranked 16th
and 10th
in 1999 and
2003 respectively on the same study (Mullis, Martin, Beaton, Gonzalez et al, 2000; Mullis et al, 2004). One begins to
wonder as to why Singapore has done exceptionally well compared to Malaysia when the country was once part of
Sultanate of Johor, Malaysia between 16th
and early 19th
centuries until it became an independent republic in 1965. Is it
something about its students, teachers and/or school system that lead to Singapore’s superiority over Malaysia in as far
as mathematics performance is concerned? Thus it is the interest of this paper to examine the similarities and
differences in education system, students, teachers, schools and other characteristics between the two countries in the
hope to help Malaysia improve its performance in Mathematics globally.
2. Similarities and Differences between the Two Countries
Like other Asian countries, education systems in both countries are highly centralized and are managed or under the
jurisdiction of Ministry of Education in each respective country. The admission age to the first year of primary
2. International Education Studies February, 2009
9
schooling is six and primary education takes six years for normal students in both the countries (Table 1). Students in
both countries are required to sit for the national examination before they could proceed to secondary education. In
Malaysia, this examination is called Ujian Pencapaian Sekolah Rendah (UPSR) or Primary School Assessment
Examination and in Singapore, it is called the Primary School Leaving Examination (PSLE).
With an area of around 330 times bigger and a population of 6 times more than Singapore (Table 2), it is expected that
the implementation of educational policies and plans, in Malaysia is not as easy as Singapore. Furthermore, Singapore
enjoys lower infant mortality rate, longer life expectancy and higher human development index. With per capita income
of almost seven times that of Malaysia, Singapore is the most developed nation in ASEAN.
Exceptionally bright students in Malaysia may have spent one year shorter in primary education because they could
move from year 3 to year 5, skipping year 4 if they did well in the First Level Assessment examination or known as
Penilaian Tahap Satu (PTS). However, this exam was removed in 2001. The promotion from grade 6 to 7 is automatic
for students in Malaysia. Students who perform well in this examination have the opportunity of being offered a place in
government funded boarding schools but due to limited places, priority has always been given to students from lower
income families and those from the rural areas. In Malaysia, secondary education is divided into lower and upper
secondary with a period of 3 and 2 years respectively. Upon completion of the lower secondary, students sit for a
common examination called the Lower Secondary Assessment (PMR). Based on this examination, students may choose
a combination of available subjects in the first year of upper secondary according to their interest. In the last year of
upper secondary, students sit for Sijil Pelajaran Malaysia (SPM), Malaysian Certificate of Education, which is
equivalent to the British Ordinary or O Levels.
On the other hand, Singapore students are placed in different secondary education tracks depending on their
performance in PSLE. Students are divided into two categories: express and normal. Express is a four-year course
leading up to a Singapore-Cambridge General certificate of Education Ordinary-level (O-level) examination. Normal is
a four-year course leading up to a Normal-level examination with the possibility of a fifth year leading to an O-level.
Unlike Singapore, where English is the medium of instruction, Malaysia uses the national language (Bahasa Malaysia)
as the main medium of instruction in all government schools except for international schools. Only in 2002, English
language was made the medium of instruction for mathematics and science subjects in secondary schools for students
starting grade 1 and grade 7 that year. Hence, the eighth grade students in Malaysia in this study still learning
Mathematics in Bahasa Malaysia and therefore, the language of test used in this study is Bahasa Malaysia for Malaysia
and English for Singapore.
3. Methodology
This paper uses TIMSS 2003 data with the hope that it would reveal important characteristics that could be used to
improve mathematics learning and achievement among students in Malaysia. TIMSS is an educational research project
conducted by the International Association for the Evaluation of Educational Achievement (IEA). The variables used
this analysis include characteristics of students, resources for learning, how they spend their time out of school, their
self-confidence in learning mathematics and the value they place on mathematics, teacher and school characteristics in
both countries. However, the study will not investigate on effect of the curriculum or content areas and instructional
practices on mathematics achievement.
To include the variables mentioned above, we need to use all three questionnaires (students, teachers and schools) and
responses used in TIMSS 2003. These questionnaires aim to obtain background information from students, teachers and
schools. Since the number of variables involved in this study is tremendous, we just show those variables that have
association with Mathematics achievement among Malaysian students.
The data consists of 150 schools and teachers as well as 5314 eighth grade students from Malaysia and 164 schools and
teachers together with 6018 eighth grade students from Singapore. The average age of the sampled students of both the
countries at the time of testing was 14.33 years. Mathematics achievement in this study is represented by the average of
five plausible values. Almost 94 per cent of Singaporean students obtain a score above the international average
whereas only 70 per cent of Malaysian students are in this category.
This study will employ the t-test or ANOVA to relate each of these variables with mathematics achievement in these
countries. The chi-square tests are used to investigate the differences in distribution of each variable between the two
countries.
4. Mathematics Achievement
The distribution of mathematics scores shown in Table 3 clearly indicates how well students in Singapore have done in
TIMSS 2003. Over 50 percent of them achieved more than the average score of 603 compared to Malaysian students
(only 10 %). Expectedly the proportion of students in Singapore with achievements lower than the International average
is very small (6%) compared to students in Malaysia (31%) even though the Malaysian average score is much higher
3. Vol. 2, No. 1 International Education Studies
10
(508).
Comparison of mathematics achievement between the two countries is presented in Table 4 indicating that Singapore’s
average scores is significantly higher than Malaysia’s not only in terms of the overall performance but also in each of
the five mathematics content areas. However, students in both countries exhibit the best and worst performance in the
same content areas, Fraction and Geometry, respectively.
5. Students Characteristics
5.1 Background of Students
Only two variables are considered in this section, gender of the students and parents highest level of education. Both
countries register significant gender differences with girls scoring higher than boys and achievement significantly
increases with education level of the parents (Table 5). Although Singapore registers a higher proportion of boys (51%)
compared to Malaysia (42%) (Table 6), their mean scores are higher than Malaysian girls. It also has higher proportion
of parents with at least university education.
5.2 Educational Aids and Resources
Further analyses of the average mathematics achievement with respect to educational aids and resources, both countries
register that achievement significantly increases with ownership of books and study desk, computer ownership and
usage (Table 7).
From Table 8, there is no doubt that students in Singapore are well ahead of their counterparts in Malaysia especially
with regard to computer ownership and usage. More than 94 percent of Singapore students own a computer and 78
percent of them use computer both at home and school compared to only 56 percent and 25 percent, respectively, of the
Malaysian students.
5.3 Students Attitudes
The responses for the characteristics in this category are based on students’ perception and may be influenced by the
culture of modesty or high expectation in the society and therefore are less reliable. With that in mind, it was found that
achievement significantly increases with students’ aspiration, perception of being safe in school, self-confidence in
learning mathematics and time spent on mathematics homework (Table 9).
Students in Malaysia reported a higher proportion of them inspire to finish university, feel being safe in school, value
mathematics and confidence in learning mathematics (Table 10). Although the distributions of time spent on
mathematics homework are different between the two countries, it is very difficult to draw conclusion about the
differences of the distributions of the two countries.
6. Teachers Characteristics
Examining mathematics achievement across teacher’s characteristics in Table 11 reveals interesting results. In Malaysia,
students with female teachers achieve significantly higher scores than those with male teachers. Teacher’s participation
in the development of mathematics content as well as mathematics curriculum have significant positive impact on
students’ performance and that average achievement significantly increases with increasing index of teacher’s reports on
teaching mathematics classes with few or no limitation on instruction due to student factors. In contrast none of the
teacher - related factors matter in as far as mathematics achievement is concerned among students in Singapore. Further
analysis of the distribution of teacher’s characteristics between the two countries using Chi-square tests in Table 12
shows no significant difference in the distribution of gender of teachers, teachers’ participation in development of Math
content and curriculum between the two countries. The proportion of high index of having classes with few or no
limitation on instruction due to student factor is higher among Malaysian students.
7. School Characteristics
School related characteristics are found to have significant influence on students’ mathematics scores in both countries
as shown in Table 13 and that the distribution of students coming from economically disadvantaged homes, index of
principal’s perception of school climate and index of good school and class attendance differ significantly between
Malaysia and Singapore (Table 13). Among Singaporean students mathematics achievement significantly increase with
increasing level of socio-economic status, index of principal’s perception of school climate and index of good school
and class attendance. Similar results are found among students in Malaysia except for the GSCA index where students
with low GSCA index register a higher average achievement in mathematics than those with medium GSCA index.
Table 14 shows that higher proportion of Malaysian students coming from economically disadvantage homes. However,
Singapore has higher proportion of index of good school and class attendance as compared to Malaysia.
8. Conclusion and Implications
This study reveals several significant and important findings with respect to mathematics achievement among eighth
grade students in Singapore and Malaysia. There are significant differences in the overall average achievement as well
4. International Education Studies February, 2009
11
as in all the five mathematics content areas between the two countries with Singaporean students exhibiting superiority
over Malaysian students. Although Malaysia has the advantage of having more inspired students to finish university,
feel safe in school and value mathematics more, these advantages do not compensate the socioeconomic advantage of
Singapore students. Furthermore, student aspiration, feeling safe in school and student valuing mathematics are based
on students’ perception and may not be reliable.
The data also shows that except for gender of teacher, participation of teacher in the development of mathematics
content and curriculum, the distribution of the other variables in consideration differ significantly between the two
countries and with the exception of these three teacher related factors, all the other factors contribute significantly to the
differences in mathematics achievement among students in Singapore. However, unlike Singapore differences in
achievement among Malaysian students are found to be significant across student, teacher and school characteristics. It
is clear from this study that mathematics teachers matter in Malaysia while they do not in Singapore and since there are
no significant differences between the two countries in as far as teacher related characteristics are concerned, the
substantial difference in mathematics achievement could then be due to other factors. Firstly, it is important to note that
Singapore sample of students in TIMSS 2003 are more homogeneous in terms of location of schools that are all urban
based compared to Malaysian sample. The homogeneity could also be due to the fact that there is some form of
screening of students in Grade 6 going to Grade 7 being practiced in Singapore while promotion to secondary schooling
in Malaysia is automatic.
Another big difference between students in the two countries is with regard to study aid, especially ownership of books
and computers as well as computer usage. There is variation in digital divide between urban and rural schools and
between developed and less developed states in Malaysia while this does not exist in Singapore. And lastly, because of
its size, the implementation of academic strategies and activities can be carried out easily in Singapore as compared to
Malaysia.
One aspect that is not covered in this study that could have significant impact on mathematics achievement is
instructional strategies although the indexes of time students spend on mathematics homework and levels of computer
usage do reflect some aspect of it. Singapore is of course far well ahead of Malaysia in this respect.
We should also note that this study does not include the differences of curriculum or contents of mathematics taught
which may affect mathematics achievement in both countries. Furthermore, this study is using unvaried analysis and
just investigates the role of one characteristic without taking into the account the effect of the other characteristics.
However, this shortfall does not deny the fact that the findings in this study give an important contribution to
understanding mathematics performance in Malaysia.
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