Quality of Education System in Malaysia

The 2012 Penilaian Menengah Rendah (PMR) was announced on 19 December 2012. Out of 440,643 candidates who sat for the examination, 30,474 or 6.9% scored straight A’s. The result also showed that fewer candidates failed the examinations this year, which only 241 candidates scored all E’s this year compared to 346 candidates in 2011. The overall achievement in 17 subjects was stable with the National Average Grade Index (GPN) maintained at 2.1 points as in 2011.

However, where are we compared with other countries? Is it our education’s quality on par with developed countries? In order to answer this question, there are two international standard tests to determine overall students’ performance and the education system as a whole, namely, Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Survey (TIMSS). These two international standard tests will be explained further detail as below:

A.      Programme for International Student Assessment (PISA)

• Programme for International Student Assessment (PISA), coordinated by the OECD, is an international study which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date students representing more than 70 countries have participated in the assessment.
• Since the year 2000, every three years, a randomly selected group of fifteen-year-olds take tests in the key subjects:  reading, mathematics and science, with focus given to one subject in each year of assessment. The students and their school principals also fill in background questionnaires to provide information on the students' family background and the way their schools are run. Some countries and economies also choose to have parents fill in a questionnaire.
• In 2000 the focus of the assessment was reading, in 2003 mathematics and problem solving, in 2006 science and in 2009 reading again. The 2012 data collection focusing on mathematics is well under way and includes an optional computer-based assessment of mathematics and reading involving some 30 countries as well as an optional area of assessment:  financial literacy, which 19 countries have taken up.  Preparations for the PISA 2015 assessment began in September 2012 with the first meeting of the PISA 2015 National Project Managers.
• PISA is unique because it develops tests which are not directly linked to the school curriculum and provides context through the background questionnaires which can help analysts interpret the results. The tests are designed to assess to what extent students at the end of compulsory education, can apply their knowledge to real-life situations and be equipped for full participation in society.
• PISA data provides governments with a powerful tool to shape their policy making.

B.     Trends in International Mathematics and Science Study (TIMSS)

• The Trends in International Mathematics and Science Study (TIMSS) is an international assessment of the mathematics and science knowledge of fourth grade (Standard 4) and eight grade (Form two) students around the world.
• TIMSS was developed by the International Association for the Evaluation of Educational Achievement (IEA) to allow participating nations to compare students' educational achievement across borders. The IEA also conducts the Progress in International Reading Literacy Study (PIRLS).
• TIMSS was first administered in 1995, and every 4 years thereafter. 59 nations and 425,000 students participated in TIMSS 2007. TIMSS 2011 just released.

Malaysia’s ranking in PISA and TIMSS

Trends in International Mathematics and Science Study (TIMSS)

• When Malaysia first participated in TIMSS in 1999, its average student score was higher than the international average in both Mathematics and Science.

• The average score in the TIMSS is benchmarked at 500 points, with countries scoring above that considered to have improved their performance in the two subjects while those falling below that mark are regarded as underperformers.

• By 2007, the system’s performance had slipped to below the international average in both Mathematics and Science with a commensurate drop in ranking. Critically, 18% and 20% of Malaysia’s students failed to meet the minimum proficiency levels in Mathematics and Science in 2007, a two to fourfold increase from 7% and 5% respectively in 2003. These students were identified as possessing only limited mastery of basic mathematical and scientific concepts.

• In 2011, Malaysia continued to score below the average score. Malaysians scored an average 440 points in mathematics in Form Two (the equivalent to eighth grade worldwide), lagging behind Korea, Singapore, Chinese Taipei, Hong Kong and Japan, which occupied the top five spots worldwide. In science, Malaysians scored 426 points, tying with Syria and just pipping Palestine, Georgia and Oman, which totted up 420 points each in the tests.

                        Trends in Mathematics Achievement                                         

     Trends in Science Achievement

Science Achievement Ranking Against Other Countries

Ranking Mathematics Achievement Ranking Against Other Countries

Programme for International Student Assessment (PISA)

• The results from PISA 2009 (the first time Malaysia participated in this assessment) were also discouraging, with Malaysia’s ranking below the international and OECD average.

• Almost 60% of the 15-year-old Malaysian students who participated in PISA failed to meet the minimum proficiency level in Mathematics, while 44% and 43% did not meet the minimum proficiency levels in Reading and Science respectively. A difference of 38 points on the PISA scale is equivalent to one year of schooling. A comparison of scores shows that 15-year-olds in Singapore, South Korea, Hong Kong, and Shanghai are performing as though they have had 3 or more years of schooling than 15-year-olds in Malaysia.

Comparison of Malaysia’s PISA 2009 ranking against other countries

Country performance in international assessments relative to public spend per student

• Data as of 2010 indicates that Malaysia’s performance lags behind other countries that have similar or lower levels of expenditure per student, such as Thailand, Chile, and Armenia. This suggests that the system may not be allocating funds towards the factors that have the highest impact on student outcomes, such as the training and continuous upskilling of teachers.

• High-performing systems like Singapore, South Korea, and Shanghai, however, do spend more per student than Malaysia. The education system is also about to embark on a major transformation effort. Consequently, Malaysia’s expenditure levels should be maintained but the efficiency and effectiveness of how funds are allocated and spent should be reviewed.

  

Government Initiatives to improve students’ performance

• The issue of low performance of Malaysia’s students was highlighted in the National Education Blueprint 2013-2025. Initiatives will be undertaken to benchmark the learning of languages, Mathematics, and Science to international standards.

• Every student will receive a strong grounding in literacy and numeracy which the foundational skills for all further learning, as well as in science, a key growth area for the Malaysian economy.

• Students will be taught a curriculum that has been benchmarked to the standards of high-performing education systems, and this benchmarking will be validated by an independent party to build parents’ confidence. The Ministry will also set and monitor performance targets for its performance on the PISA and TIMSS international assessments. Additional assessments that address other dimensions of quality that are relevant to the Malaysian context may be added as they are developed, and become accepted international standards

• The aspiration is for Malaysia to be in the top third of countries in terms of performance in international assessments, as measured by outcomes in TIMSS and PISA, by 2025.

 Mohd Sallehhuddin Zainal Abidin