Thursday, October 13, 2005 http://educationinmalaysia.blogspot.com/2005/10/pmr-too-easy.html
PMR Too Easy?
The Penilaian Menengah Rendah (PMR) examination has just been completed on Tuesday this week, and apparently, many are of the opinion that the examinations this year has been of a lower standard, particularly for Science and English Language papers. This is reported in the Star today.
A Mathematics and Science teacher from Seremban said her students were “disappointed” with the Science paper as the questions were “too easy.”
“One of my students commented that had he known the questions were to be that easy, he would not have studied so hard! They were disappointed that the paper was not a challenge”.
Apparently, even the average and weaker students found the paper easy and not challenging. One of the teachers interviewed was even harsher with her comments, claiming that “Science was easy and English was closer to the UPSR exam”.Is it just a one-off? Or is it representing another decline in standards in the Malaysian examinations? The immediate speculation that comes to mind is the fact that this was the first year whereby Mathematics and Science examinations are conducted in English (though not yet 100%, as Malay translations are still available) - is the lowering of standards meant to coincide with this so that students will fare "better"? This was similarly speculated by one of the teachers interviewed.
“I do not know if it has anything to do with the fact that this year’s candidates were the first to study Maths and Science in English. But the standard of most of the papers was much lower than Form Three level.
What lends credence to this speculation is the fact that just one month ago, the Ministry of Education released the results of the July trial PMR examinations conducted for Mathematics and Science in English which was apparently very poor. The New Straits Times reported on the 16th September that "Form Three teachers who have been teaching Science and Mathematics in English since January are a worried lot."
In a subsequent NST report, the Ministry of Education Director General, Datuk Ahamad Sipon said "the questions were designed to test students on their understanding of questions posed in English and Bahasa Malaysia, and Maths and Science terminology and their grasp of concepts, ideas and information presented in both languages."
Teachers were to have used the results of the "diagnostic assessment" test given to Form Three students in July to remedy weaknesses in the teaching of Science and Mathematics in English. He said the test was not meant to be a trial examination for the Penilaian Menengah Rendah and could not be used to assess students’ performance in the exam...
The Malaysian Examination Syndicate director Dr Salleh Hassan, who has been under a little bit of pressure in the recent PMR examinations due to issues blogged here and here, naturally "begged to differ". The best way for our civil servants to answer some of the tough questions posed, is by apparently "answering without answering".
He said the level of difficulty was about the same for every examination – including this year's – so the syndicate could chart and compare students’ performance over the years.
"Every examination has a combination of six levels of difficulty – understanding, comprehension, application, analysis, synthesis and evaluation. Some questions will be difficult and some questions will be easier, depending on the level of testing."
Errr... how does that convince the public that the PMR examination standards were not lower, I have absolutely no idea.
Review
Apparently when we look at the title of the article, the article is basically telling the readers about the PMR examination which was in year 2005 was way too easy for the students. Besides, that was the first year where Mathematics and Science subjects were taught in English. According to few of the students, they mentioned that the PMR exam was very easy that they feel that they do not have to study really hard if they knew that the paper was that easy. Even one of the teachers said that she feel that Science was easy and English was closer to UPSR exam. This really shows that how easy the PMR examination at that time. Other teacher also mentioned that because that was the first year Science and Math were thought in English so that is why the PMR standard at that time being lowered so that the students will fare better. Teachers are really concerned about this matter.
For me, I think that should not be a really serious problem to have a very easy PMR examination. I think that it should have been a relieved for some of the students but why students or even teachers should feel very worried about the PMR exam which is very easy. If it was me then, I think I will feel relieved to answer an easy questions rather than difficult questions. But here I want to emphasize on the teaching of science and mathematics in English. As that was the first year of having those subjects in English and based from the article, it mentioned that in the PMR trial examination, many students get poor results in the subjects. But in the PMR they can get better results. This is due to the questions of both subjects were written in English and Malay and most students answer it in Malay. Then, what’s the point of learning those subjects in English?
Lastly, I think that it is very good to learn both subjects in English because for sure it can somehow help them to improve their English. But it would be better if the implementation is working well by having teachers teach in English, not in Malay and during PMR examinations, questions for those subjects are fully written in English.
Thursday, March 20, 2008
SCIENCE AND MATHEMATIC SHOULD BE TAUGHT IN ENGLISH
SCIENCE AND MATHEMATIC SHOULD BE TAUGHT IN ENGLISH
The general purpose of writing this composition is to inform the reader that science and mathematic should be taught in English. In addition this composition specifically tells the readers the history of the implementation of mathematics and science in English, what is it be implemented, the importance of mathematics and science in English and the relevance of the implementation to the education system in Malaysia.
As we all know, the learning and teaching science and mathematic in English has been implemented in our education system. In June 2002 a dramatic shift in the Malaysian education policies was announced. The minister of education informed the public that from January 2003 Science and Mathematic will be taught in English in standard one, form one, and lower six in all fully aided government school. The policy to change the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science (MST) generally. It poses special challenges not only for teachers but also student who have been trained in the Malay medium but also for those trained in English, whose professional experience has largely involved the use of Bahasa Melayu as the medium of instruction. In the immediate context, to derive maximum benefit from this innovation the MST would need to develop (or in some cases, reactivate) their English language proficiency in order to access the wealth of information on the subject area currently available in English texts. Additionally, the MST would need to develop the practical competence to deliver their subject matter in the language.
The English Language Teaching Centre, Malaysia (ELTC) proposes an English language enhancement programmer known as English for The Teaching of Mathematics and Science (ETeMS). The overall aim of ETeMS is as follows to enhance the English language skills of Mathematics and Science teachers to enable them to teach effectively using English as the medium of instruction. In developing the ETeMS programe the following assumptions are made. The MST undergoing the ETeMS already possesses the content area knowledge and the pedagogical skills relevant to their subject. The MST have, at the very least, a basic level of English language proficiency acquired through instruction received in their primary and secondary schooling ETeMS draws on these existing competencies to encourage the language development of MST in 3 broad areas.
The first areas talks about language for accessing information. This component aims to enhance the information getting skills, especially through reading. Teachers will develop these skills by engaging in a variety of mathematics and science texts. These texts used will include content area topics, curricular materials such as syllabuses, handbooks etc. and texts dealing with methodological issues. It must be emphasized that the focus of instruction is to develop the language skills needed for accessing information in texts, and not to provide instruction in the content or methodology of the subject. It is hoped that as they develop these skills the teachers will be motivated to access on-line and print material to extend their knowledge of current content and pedagogy, and thereby positively impact the delivery of their subjects in the classroom. The second area is about language for teaching mathematic and sciences. In this component the teacher will develop language for use while teaching in the classroom as well as the language needed for out of class activities related to the subject. The focus of instruction here would primarily involve speaking and writing skills, and will be supported with adequate grammar input and practice. This is the major component of the ETeMS programme. Last but not least, the third areas define the language for professional exchange. As professionals the MST would conceivably wish to communicate with peers in the wider discourse community through English. A small component of the ETeMS programme will take into consideration this need of the teachers.
The rational of changing the medium of instruction of earning and teaching mathematic and science from Bahasa Melayu to English is one of the steps taken by the government towards the human resources development to become the first world country and also as the early preparation from the beginning year of school to compete in this globalization. As far as we concern, science and mathematic now is the medium of development of ones country. There are so many innovations and new outcome occurred subconsciously and all of these are in English. Besides, English is the international medium of communication and the high proficiency in English will make the process of acquiring knowledge become easier for the students if they have the basic in schools. Furthermore, when the students further their study in tertiary, most of their references are in English and they will have problems if they don’t have the basic knowledge. It will cause them a tough situation if they want to start to learn all the terms while they are in the tertiary stage.
Although the implementation of mathematic and science in English has a lot of advantages, but it still has some problem. The excuse that some students in the rural areas still cannot cope with taking these two subjects in English is plainly laughable in that these are the same students who have been taught these two subjects in English for 6 years! The same excuse, hence, is also not valid among those in Chinese primary schools! The decision not to have an 'English only' UPSR exam for these two subjects sends a signal to teachers in rural areas as well as those in Chinese schools that they can 'revert' to teaching these two subjects in BM and Chinese (and for those in Tamil schools to teach in Tamil). As far as I know, there's no 'monitoring' or 'policing' mechanisms in schools to ensure that teachers actually teacher these two subjects in English. Furthermore, while implementing the 'English only' policy would have some short term consequences in that the scores in some of these 'vulnerable' areas might be affected, I fear that the medium to long term consequences would be greater. I wouldn't be surprised if in 2 to 3 years time, an announcement is made that the policy to teach Science and Math in English would be stopped because it was found that it had not achieved its objective of improving the standard of English.
As a conclusion, we totally agree that science and mathematic should be taught in English because the new era of science and technology nowadays are in English. As for the preparation government has sent 93 students from international center, Institut Kajian Liberal Uniten, Kolej Matrikulasi Yayasan United Engineers Malaysia, and Kolej Mara Banting to further their study at the most top University in the world so that after their graduate they will work with the government as the expertise teacher in teaching mathematic and science.
The general purpose of writing this composition is to inform the reader that science and mathematic should be taught in English. In addition this composition specifically tells the readers the history of the implementation of mathematics and science in English, what is it be implemented, the importance of mathematics and science in English and the relevance of the implementation to the education system in Malaysia.
As we all know, the learning and teaching science and mathematic in English has been implemented in our education system. In June 2002 a dramatic shift in the Malaysian education policies was announced. The minister of education informed the public that from January 2003 Science and Mathematic will be taught in English in standard one, form one, and lower six in all fully aided government school. The policy to change the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science (MST) generally. It poses special challenges not only for teachers but also student who have been trained in the Malay medium but also for those trained in English, whose professional experience has largely involved the use of Bahasa Melayu as the medium of instruction. In the immediate context, to derive maximum benefit from this innovation the MST would need to develop (or in some cases, reactivate) their English language proficiency in order to access the wealth of information on the subject area currently available in English texts. Additionally, the MST would need to develop the practical competence to deliver their subject matter in the language.
The English Language Teaching Centre, Malaysia (ELTC) proposes an English language enhancement programmer known as English for The Teaching of Mathematics and Science (ETeMS). The overall aim of ETeMS is as follows to enhance the English language skills of Mathematics and Science teachers to enable them to teach effectively using English as the medium of instruction. In developing the ETeMS programe the following assumptions are made. The MST undergoing the ETeMS already possesses the content area knowledge and the pedagogical skills relevant to their subject. The MST have, at the very least, a basic level of English language proficiency acquired through instruction received in their primary and secondary schooling ETeMS draws on these existing competencies to encourage the language development of MST in 3 broad areas.
The first areas talks about language for accessing information. This component aims to enhance the information getting skills, especially through reading. Teachers will develop these skills by engaging in a variety of mathematics and science texts. These texts used will include content area topics, curricular materials such as syllabuses, handbooks etc. and texts dealing with methodological issues. It must be emphasized that the focus of instruction is to develop the language skills needed for accessing information in texts, and not to provide instruction in the content or methodology of the subject. It is hoped that as they develop these skills the teachers will be motivated to access on-line and print material to extend their knowledge of current content and pedagogy, and thereby positively impact the delivery of their subjects in the classroom. The second area is about language for teaching mathematic and sciences. In this component the teacher will develop language for use while teaching in the classroom as well as the language needed for out of class activities related to the subject. The focus of instruction here would primarily involve speaking and writing skills, and will be supported with adequate grammar input and practice. This is the major component of the ETeMS programme. Last but not least, the third areas define the language for professional exchange. As professionals the MST would conceivably wish to communicate with peers in the wider discourse community through English. A small component of the ETeMS programme will take into consideration this need of the teachers.
The rational of changing the medium of instruction of earning and teaching mathematic and science from Bahasa Melayu to English is one of the steps taken by the government towards the human resources development to become the first world country and also as the early preparation from the beginning year of school to compete in this globalization. As far as we concern, science and mathematic now is the medium of development of ones country. There are so many innovations and new outcome occurred subconsciously and all of these are in English. Besides, English is the international medium of communication and the high proficiency in English will make the process of acquiring knowledge become easier for the students if they have the basic in schools. Furthermore, when the students further their study in tertiary, most of their references are in English and they will have problems if they don’t have the basic knowledge. It will cause them a tough situation if they want to start to learn all the terms while they are in the tertiary stage.
Although the implementation of mathematic and science in English has a lot of advantages, but it still has some problem. The excuse that some students in the rural areas still cannot cope with taking these two subjects in English is plainly laughable in that these are the same students who have been taught these two subjects in English for 6 years! The same excuse, hence, is also not valid among those in Chinese primary schools! The decision not to have an 'English only' UPSR exam for these two subjects sends a signal to teachers in rural areas as well as those in Chinese schools that they can 'revert' to teaching these two subjects in BM and Chinese (and for those in Tamil schools to teach in Tamil). As far as I know, there's no 'monitoring' or 'policing' mechanisms in schools to ensure that teachers actually teacher these two subjects in English. Furthermore, while implementing the 'English only' policy would have some short term consequences in that the scores in some of these 'vulnerable' areas might be affected, I fear that the medium to long term consequences would be greater. I wouldn't be surprised if in 2 to 3 years time, an announcement is made that the policy to teach Science and Math in English would be stopped because it was found that it had not achieved its objective of improving the standard of English.
As a conclusion, we totally agree that science and mathematic should be taught in English because the new era of science and technology nowadays are in English. As for the preparation government has sent 93 students from international center, Institut Kajian Liberal Uniten, Kolej Matrikulasi Yayasan United Engineers Malaysia, and Kolej Mara Banting to further their study at the most top University in the world so that after their graduate they will work with the government as the expertise teacher in teaching mathematic and science.
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