THE current discourse surrounding the potential reinstatement of the Ujian Penilaian Sekolah Rendah (UPSR) and Pentaksiran Tingkatan 3 (PT3) emphasises the role of these exams in improving student motivation and academic outcomes.
Focusing solely on the perceived effectiveness of these exams oversimplifies the issue, however. Several underlying factors, such as family background, socio-economic challenges, external learning opportunities and teacher competencies, play more significant roles in determining student success. Addressing these structural barriers will lead to more meaningful improvements in educational outcomes.
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