Review of teaching and

learning of science and

mathematics in schools

C.C. HO
Academy of Sciences Malaysia
cchoho2001@yahoo.com

2 Feb 2010
 contents
Background
Current education policy, school system
Previous reports on current system
Issues encountered on current system
Feedback from trainers/educators,
teachers, parents, students
Review/changes implemented to-dates
Comparison of policy from other countries
 Background
70s BM was introduced as language of instruction in
science education
80s education methods and curriculum: emphasizing
repetition and memorizing
90s growing need for innovative methods of teaching,
learning and assessment; cognitive learning; increasing
use of technology to teach science
1993: PMR and SPM (based on KBSM) public
examinations were introduced
1999: Penilaian kerja amali (PEKA) a school-based
science practical assessment as alternative of assessing
science process and manipulative skills was introduced
2003 Teaching and learning of science and mathematics
in English (PPSMI) was introduced
2010 started to phase out PPSMI
Programmes developed to improve
science and Maths education
Space Science Division (BAKSA) and Malaysia for Center
for Remote Sensing (MACRES) established in 1992 to
educate and promote space science to primary, secondary
schools, universities and public
Smart school project was introduced in 1999 using mix of
learning strategies to ensure mastery of basic
competencies and promotion of holistic development. The
initiative emphasizes total pupils involvement.
English language enhancement programme known as
English for The Teaching of Mathematics and Science
(ETeMS) introduced as an urgent interim measure to
ensure that teachers of mathematics and science (MST) will
have basic capacity to use English as the medium of
instruction
PPSMI introduced in 2003
Nobel laureate centennial exhibition in KL to commemorate
100th anniversary of Nobel prize
 RMK9: to increase capacity
for knowledge
To increase access to education and quality of
training at all levels - steps will be taken to
improve academic achievements of students,
particularly rural, through better teaching quality
and learning environment - RM1.5b to improve
facilities in rural schools (Sarawak n Sabah)
To make national schools the school of choice
- converting all existing schools to Smart
Schools (RM284m) - RM1.51b allocated for
computerization of school programme
Education Development
Master Plan 2006-2010
 Major thrusts of Master Plan
To increase access to education
To increase equity in education
To increase quality of education, and
To improve the efficiency and
effectiveness of education management
 Aims for development
Increase the mastery of Malay language,
English language, Mathematics and
Science
Provide adequate trained teachers
Ensure 50% of primary school teachers
are university graduates by 2010
To produce students who are
knowledgeable and skillful in various
fields especially in science, technology
and ICT
 Implementation Strategies
Revising school textbook, improving
integration of ICT in teaching and learning,
expanding smart school concept, revising the
norms for teacher allocation
Improving teaching and learning in science by
providing more science teachers, laboratories,
and science materials
Implementing contextual teaching and learning
methods and inclusion of new educational
elements such as biotechnology and
microelectronics to make learning of science
more interesting and relevant
 Recognizing problems and
challenges in science education
Low participation rate of students in science
Difficulty in understanding terminology and
process of science in English by students
Teachers still prefer traditional teaching
approaches, despite exposure to new approach
Teachers over dependent on commercial
teaching materials, no time to prepare their own
Qualified teachers not teaching their subject
options
Teaching and learning examination-oriented
Low level of cognitive development
Teaching and learning of science
and maths in English (PPSMI)
Rationale : a good command of English
would enable students to access the
internet and read materials in English.
Implementation started in stages in 2003
i.e. Year 1 students for Primary Schools,
Form 1 and Lower 6 students for
Secondary Schools.
full implementation of PPSMI achieved in
2007 for Secondary Schools and 2008 for
Primary Schools.
 PPSMI (continued)
Plan to phase out PPSMI announced on
July 8 2009
Completely reverting back to BM by 2012
Reasons: e.g. declines in grades in UPSR
results in science and maths, particularly
in rural areas
Huge sum spent on converting from BM to
English since 2003 until now
Studies/reports on teaching
and learning of science and
mathematics
TIMSS 3rd Int Maths and Science study

Conducted in 2007 by Int maths and

Science study on performance of Form 2
(Grade 8) students
- on maths: Msia scored 474 on average
below Int ave.500, outperformed by Spore,
Korea, HK, Taiwan, Japan and 7 others
- on Sci, Msia scored 471 on ave. < int ave
500
Findings of various studies
8.6% of Form 1 teachers used discovery method
to teach (KBSM 1991)
12.7% Form 1 teachers used teaching aids and
resources (KBSM 1991)
89.29% teachers did not use innovation
techniques (FT 1996), students copy notes only
Many teachers did not use innovative
techniques (Sarawak 1996)
Visual learning no apparent; mainly didactic
style of teaching (Anuar Zaini 2003)
National study on teaching trend
in schools on students perception of science classes
46% said teachers encouraged them to ask
questions
38% believed their teachers interested to hear
their opinions
46% believed teachers used the lecture method
frequently
46% believed teachers give them feedback on
their progress
43% believed their teachers making them think
42% believed their teachers encourage them to
express their individual ideas
43% believed science is related to everyday life
53% found science class boring Sulaiman etal (1996)
 Urban and Rural Primary Science
Teaching (survey in Selangor)
Definition of rural- population: < 1000/sq mile
Poor facilities and resources in rural schools
High turn over rate of graduate teachers in rural
areas
Standard of English of teachers and students
extremely bad in rural schools
Rural students find it difficult to catch up when
moved to secondary schools in towns
Achievement in science is weak for both areas
Anuar Zaini et al CEDER seminar UM March 2003
 Achievement in science
primary four (Selangor)
Subjects Urban Rural
(mean score) (mean score)

Science 53.61 47.27

Mathematics 59.73 49.88
English 51.08 41.62
BM writing 58.46 49.99
BM 64.43 58.97
comprehension
Sample size: urban 43/244 (1569 students), rural 11/113 (442 students)
based on scores of 100 in mid year exam by each school
 More in-depth findings
Students rarely brought out of classroom to study
(nature walk; visits)
Contextual teaching and learning lacking
Laboratory facilities and activities lacking
Teaching aids (e.g. charts, globes and magnets)
does not help critical and analytical thinking nor
inculcate science process and manipulative skills
Connectivity between concepts learnt and real
world (problem-based learning) lacking
Teachers need to evaluate critically subject
knowledge, teaching approaches and awareness
of surroundings
Daniels EGS:EJLS 4 (11) 2005
What do some students say
When learning about animals - teacher
just shows pictures
We do not go anywhere - but we would
like to
Teacher just gives note
I do not like study about living things -
because it is boring
Daniels EGS:EJLS 4 (11) 2005
 What some teachers practice/say
and their predicaments
Taught about living-things in classroom only - no
field trips or nature walk
Field trips are for suitable intelligent students only
Teachers already burdened with attending too
many courses, students left to their own
No time for field trip
Not realizing importance of relating science
lessons with real world in learning
Emphasizing on completing syllabus, ignoring
enquiring rich surroundings and whether students
understand contents
Poor science process skills (e.g. making
inferences, putting forward hypothesis, controlling
variables, experimentation)
 Teaching of Mathematics & Science in
English: The Teachers' Voice
80.8% of the respondents felt that they had problems in adjusting with the
number of new English words to be learnt as result of the change in policy.
92.3% of the respondents had problems using new terms or words correctly
88.5% of the teachers found it difficult to express themselves correctly in
English
53.8% of the teachers involved in the study said that they had no problems
acclimatizing themselves with the use of English in teaching Mathematics
and Science.
46.6% of the subjects indicated shock and feelings of inadequacy in coping
with the task.
85.2% of the respondents indicated that they has problems explaining
concepts in English
81.8% admitted to using Bahasa Melayu to give explanation when faced
with breakdown in communication when using English.

Ong Saw Lan and May Tan Jurnal Pendidik & Pendidikan, Jil. 23 2008
 Teaching of Mathematics & Science in
English: The Teachers' Voice
70.5% of the respondents indicated that there was a difference between
general English and the language of mathematics and science.
65.4% of the respondents expressed the difficulty in engaging the class
discussion in English.
73.1% felt that responding to the students in English is also a problem
76.9% expressed their difficulty in providing in English
80.7% of the respondents indicated that their English counterparts provided
assistance
76.2% of the respondents indicated that they often discussed language
problems related to the teaching of mathematics and science with their
English counterpart
36.4% of the respondents claimed that they do collaborate with their
colleagues
87.5% of the respondents felt that the multimedia courseware supplied by
the Ministry to teach science and mathematics is well planned and effective
in terms of content.

Ong Saw Lan and May Tan Jurnal Pendidik & Pendidikan, Jil. 23 2008
Malaysian Science and Technology
conference (MASTEC) 2007
Organized by ASM
Attended by policy makers, academics,
researchers, senior members of science
community, IPTA, RI; drivers in trade, finance
and venture capital; STI professional bodies;
representatives of business and commercial
sector
Supported by MOSTI
View points from supply and demand side
were considered and deliberated
Malaysian Science and Technology
conference (MASTEC) 2007
Discussion on five focus areas:
- Malaysias innovation-led economy
- preparing human capital for STI and
innovation economy
- strengthening science education for a
K-economy
- enhancing indigenous K-based industries
in K-economy and SMEs in an innovation-led
economy
- planning, investing and funding for a K-
economy, innovation-led economy
MOE identified and set objectives
on science education
gearing science education towards
enabling students to acquire higher level
of explicit knowledge, thinking and
entrepreneurial skills
increasing accessibility of education to all
levels
improving quality of education training and
delivery system
improving ICT facilities in schools
inculcating and reinforcing positive values
Strengthening science education
for a knowledge economy
MOE will focus, constantly monitor, review
and develop
- the science curriculum (national needs
and international development)
- co-curricular activities in science
education
- bridging the gap between rural and town
schools
- ICT facilities in schools
- human resource development
 Issues and challenges from
report (2007)
Plans and policies not systematically and seriously
implemented
Infra-structure is lacking
management practices wanting
Students not excited to pursue science courses
Lab facilities and computer links broken down or often
not operational (optimum level)
Very few qualified and dedicated teachers
Curriculum not relevant, cramped, rigid, heavy
Too much emphasis on completing syllabus rather
ensuring understanding by students; lack self-
discovery and articulation of ideas
Frequent change in policy, blurring directional paths
 Recommendations on
science education
Train and nurture youths to be creative, independent, STI-
savvy, build innovative and problem-solving skills,
eliminate exam-result obsession
Inculcate values on broadmindedness, sociable, caring,
racial unity among students
Popularizing science information/subjects via mass media
Encouraging good interaction between teachers and
students in class, thinkers, inventors with consumers
Facilitate public promotion and involvement in science to
rural areas
Promote better salary and service schemes for science
teachers and encourage them to move to rural areas
What other countries are doing
on science education?
Rising above the gathering storm :
Energizing and employing America
for brighter economic future

A report on Prospering in the global

economy of the 21st century: an agenda
for American science and technology

Prepared by the National Academies USA

2007
Purpose of study (May 2005)
To examine position of USA in
todays global knowledge-discovery
enterprise --- concern expressed that
a weakening of S & T in USA would
degrade its social and economic
conditions and erode ability of its
citizen to compete for high-quality
jobs
Task of committee
to identify urgent challenges and
determine specific steps to ensure
that USA maintains its leadership in
S&E&T to compete successfully,
prosper and be secure in the 21st
century
 On commitment of the
stakeholders
...the study can forge a national consensus
on what is needed to retain USA
leadership in innovation with the right
leaders, under the aegis of the federal
government, can bring renewed attention
to S & T so that we can remain the nation
that the world looks to for the newest ideas
and the most skilled people
House of representative Sherwood Boehlert
Committee asked specifically
to investigate
What are the top 10 actions, in priority
order, that federal policy-makers could
take to enhance the S&T enterprise so
that USA can successfully compete,
prosper and be secure in the global
community of the 21st century?
What implementation strategy, with
several concrete steps, could be used to
implement each of these actions?
 Recommendations A
Increase Americas talent pool by vastly
improving K-12 (Form 5) science and
mathematics education :
- annually recruit 10,000 science and
mathematics teachers (educating 10m
minds)
- strengthen skills of 250,000 teachers
through retraining and Master programme
- enlarge pipeline of students to enter
S&E&M programme in universities
 Recommendation B

Sustain and strengthen the nations

traditional commitment to long-term basic
research that has the potential to be
transformational to maintain the flow of
new ideas that fuel the economy, provide
security and enhance quality of life
 Recommendation C

Make USA the most attractive setting in

which to study and perform research so
that we can develop, recruit, and retain the
best and brightest students, scientists and
engineers from within the USA and
throughout the world
 Recommendation D
Ensure that USA is the premier place in
the world to innovate; invest on
downstream activities such as
manufacturing and marketing; create
high-paying jobs based on innovation by
such actions as modernizing the patent
system, realigning tax policies to
encourage innovation and ensuring
affordable broadband access
 The French experience
(la main a la pate)
Means collaborative, hands-on work;
Designed for teaching science at primary school;
founded by Georges Charpak et al and the
French academy of Sciences and institute of
France in 1996;
Supported by French Ministry of Education;
Taken over by the National Institute for
Educational Research with new teaching
programme published in 2002
Concept introduced to many partners e.g. China,
Colombia, Chile and Brazil, Germany, Egypt
 The French system
(la main a la pate)
Objective: renew and expand science
teaching in primary education and
contribute to achieving this aims in other
countries
Recommends teachers implement an
inquiry process combining exploration of the
world, scientific learning, experimentation,
mastery of language and argumentation, so
that children deepen their understanding of
the objects and phenomena around them
 Support system designed for teachers to
implement inquiry-based science education
Dissemination, empowering and acknowledgement
through recommendations to stakeholders, training
and publications, conferences
Networking of teachers, trainers, scientists through
field exchanges and internet services
Involvement of scientific community (classroom
support for teachers)
Development and sharing of teaching resources
Cross-disciplinary and collaborative projects linking
dozens of schools
Large number of online services and resources for
teachers and trainers through website/portal
What have we achieved so far?
 Impact of Master Plan
Key performance indicators Current Target
2005/6 (%) 2008 (%)
Level 1 primary school pupils skills in reading, writing, 92.3 95.0
arithmetic increased
Pupils requiring remedial programme decreased 7.7 <5
The need for tuition voucher reduced 100 80
Achievement gap narrowed among students 1-14 by -20 of gap
subject
Secondary students taking MPV increased in rural areas 5 8

Dropout rate reduced in rural areas 1.2 (1o) <1.0 (1o)

16.7 (2o) <10 (2o)
Health of pupils in rural areas improved (attendance rate High low
increased)
Quality and experienced teachers more prepared to low high
serve in remote areas
Zulkurnain Hj Awang MOE 4.7.07
 Criteria multinationals used in
determining location of their facilities
Cost of labour (professional and general
workshop)
Availability and cost of capital
Availability of qualified workforce
Taxation environment
Indirect cost (litigation, employee benefits)
Quality of research universities
Convenience of transportation and
communication (language proficiency)
 Criteria multinationals used in
determining location of their facilities
Fraction of national research and
development supported by government
Legal-judicial system (business integrity,
property rights, contract sanctity, patent
protection)
Current and potential growth of domestic
market
Attractiveness as a place to live for
employees
Effectiveness of national economic system
 Current scenario
Knowledge changes rapidly with time; old
content becomes obsolete/irrelevant fast
Are students equipped with learning skills that
foster lifelong learning, for thinking and problem-
solving?
Are potentials of teaching and learning through
ICT fully explored and exploited to create a
competent K-workforce for the future?
Are skills imparted to students relevant for the
future workplace?
Terima kasih
 References
Sulaiman NR, et al PIER Report, Fac
Edu, UM, 1996
Anuar Zaini MZ, et al, CEDER Seminar
UM, 2003
Daniel EGS, eJLS 4(11) 2005
Ong Saw Lan and May Tan Jurnal
Pendidik & Pendidikan, Jil. 23 2008