Aiming for better: Azman (centre), Education deputy director-generals of school operations Zainal Abas (left) and of policy sector and curriculum Dr Rusmini Ku Ahmad having a look at the TIMSS 2023 report in Putrajaya. — IZZRAFIQ ALIAS/The Star
MALAYSIA’S achievement in the latest Trends in International Mathematics and Science Study (TIMSS) has highlighted many challenges faced by students and teachers that will serve as a foundation to continuously improve our education system.
One of the biggest issues highlighted, said Education Ministry director-general Azman Adnan, was the weaknesses in mastery of basic mathematical and science knowledge, concepts and skills, which became more apparent when schools were closed during the pandemic.
“The TIMSS 2023 sample comprised Form Two (in 2023) students, who were in Years Five and Six and attended school on a rotation basis in 2020 and 2021 because of Covid-19,” he said during a special briefing in Putrajaya on Dec 4, when the TIMSS 2023 results were released internationally.
Although the ministry had taken steps to ensure continuity of the lessons during the pandemic, Azman said some students could not follow the online classes effectively due to lack of access to quality digital devices and Internet connection.
The average mathematics score of Malaysian students in TIMSS 2023 has decreased to 411 compared to TIMSS 2019 when it was 461 - a difference of 50 points.
As for science, the average score of Malaysian students was 426, a 39-point decline from 465 in 2019.Azman said these scores showed that students lack basic knowledge and understanding of concepts in mathematics and science at primary and secondary levels. Based on one of the findings in TIMSS 2023, teachers said 40.8% and 26.5% of students lack basic knowledge or skills in mathematics and science, respectively.
Azman also said students from good socio-economic backgrounds achieved better results in mathematics and science.
According to school principals, a whopping 69% of Malaysian students were from a low socio-economic background (SES). Only 9% of them came from high SES while 22% were categorised as medium SES.
Azman noted that 28% of high-performers (average score of 625 points and above) from low SES were categorised as “resilient students” (defined as students having high academic resilience despite being disadvantaged or less privileged).
Digital skills
When it comes to digital competency, only 27% of Malaysian students were categorised as having high digital self-efficacy, as compared to 56% of their peers internationally.
TIMSS 2023, said Azman, was fully computer-based, which revealed that not all students had adequate digital skills.
The majority of Malaysian students were classified as having moderate and low digital self-efficacy, compared to students internationally (moderate, 37%; low, 6%).Digital self-efficacy is defined as having a belief in their own ability to use digital technology or devices effectively to achieve certain goals.
“Moderate and low digital self-efficacy can be associated with students’ unfamiliarity in using computers to answer questions, meaning students faced difficulty in handling the TIMSS 2023 test equipment and applications,” he said.
To improve digital efficacy, Azman said the ministry is expanding and actively conducting its Competency and Literacy Assessment (PKL) to train students to answer questions using computers, and the Student Digital Education Empowerment Programme to improve students’ digital skills through guidance and competitions.
“Students need to be better exposed to digital devices during teaching and learning in classrooms so that their computer literacy improves,” he said, adding that the Program Guru Peneraju Generasi Digital would provide educators with guidance and expertise to integrate technology in their lessons.
The percentage of students who were not confident in mathematics (70%) and science (49%) is high, which is related to their low achievement, he said.
“The quality of teaching and learning of mathematics and science in schools needs to be improved to increase students’ understanding and interest in mathematics and science subjects,” said Azman.
This includes making learning more fun to pique their interests, and teachers being more proactive in their lessons to increase understanding of basic concepts and higher order thinking skills through hands-on activities, problem solving and group activities.
Encouraging results
Overall, 85% of Malaysian students value mathematics, while 87% of students value science, indicating that they know and realise the importance of these subjects in daily life and the many career options open to them in these fields. Another positive gleaned from the survey was that 53% of Malaysian students - above the international average (48% for mathematics, 51% for science) - agreed that the teaching of mathematics and science in the classroom was very clear. How Malaysians performed in TIMSS 2023
TIMSS is an international level study held every four years and focuses on mathematics and science assessments. It also includes a survey for students, teachers and schools. There are two domains - cognitive and content - for each assessment. Malaysia has participated in TIMSS seven times since 1999. In 2023, it was conducted from Sept 4 to Oct 12 at 180 schools nationwide.
Out of 44 countries worldwide, only Malaysia and Singapore represented Asean in the study. Of these, 34 countries took part in the study in 2019 with three of them seeing an overall improvement in both assessment scores. A total of 14 and 15 countries saw their scores drop for mathematics and science respectively, while 17 and 16 countries saw no changes in their average scores for mathematics and science respectively.
Mathematics
Average score: 411 (↓50 points from 2019)
> 126 students achieved the highest benchmark level (625 points and above)
Highest score: 789 (highest to date)
Gap between genders: 1 point
Gap between urban and rural schools: 0 points
Students with basic knowledge and skills: 59.2%
Confident in mathematics: 30%
Science
Average score: 426 (↓39 points from 2019)
> 104 students achieved the highest benchmark level (625 points and above)
Highest score: 766 (highest score to date)
Gap between genders: 4 points
Gap between urban and rural schools: 9 points
Students with basic knowledge and skills: 73.5%
Confident in science: 51%
*Global average score for science and mathematics is 478 respectively
Digital self-efficacy of students
High: 27%
Moderate: 61%
Low: 12%
Education Ministry action plan
> Strategic Planning Committee for International Benchmarking Achievement (JPSPPA) to plan and monitor more structured and systematic interventions.
> Strengthen teacher pedagogical training and upgrade the assessment framework and released items.
> Hold management engagement sessions and roundtable conferences on Malaysia’s achievements.
> Organise a special webinar on Malaysia’s achievement from the IEA Perspective.
> Enhance use of devices in teaching and learning, and in answering assessment questions including the Literacy Competency Assessment.
> Initiatives are to focus on students, especially those at the low levels.
> Enhance classroom-based assessments and Academic Session Final Test (UASA) by implementing higher order thinking skills and strengthening science, technology, engineering and mathematics (STEM).
Source: Education Ministry
