Science education in Malaysia: challenges in the 21st century

Bambang Sumintono1

Abstract

This article analyses the development of science education in the Malaysian schools’
context. Several big changes have shifted the direction of science teaching to Malaysian
students over the last fifty years. It started with curriculum reforms adopted by western
countries in the 1960s and 1970s. The introduction of a new curriculum with an
underlying ‘child-centred’ philosophy was developed and implemented in the 1980s.
The importance of information technology and English as medium of instruction were
characteristic in the late 1900s and 2000s. The impact of international study’s such as
TIMSS and PISA paved a new direction for science education. Dynamics of science
education in Malaysia shows interesting developments that informs us how the
education system has adapted to challenges and trends.

Introduction
In January 1991, the then fourth prime minister of Malaysia, Dr Mahathir, introduced the
country’s target over the next 30 years which he called ‘Vision 2020’. It is intended that in the
year 2020 Malaysia would achieve the status of a developed country. The expectation in the
near future was for Malaysia to attain world status in terms of “its economy, national unity,
social cohesion, social justice, political stability, system of government, quality of life, social and
spiritual values, national pride and confidence” (Lee, 1999, p. 87). Undoubtedly, as an
industrialized country status provisioned by Vision 2020, Malaysia relied more on the
development of research, technology and scientific discovery. An essential element for it is
through quality improvement of education, where it is perceived in Malaysia as promoting
national unity, social equality and economic development of the country. One part of the
activities is teaching science in schools, where educating new generations of Malaysians take
place.

For a long time, science teaching in primary and secondary schools generally can be divided
into two major parts which are science as a product and science as a process. The context of
science as a product is on the teaching of facts, principles, models, theories and laws that
constitute science knowledge; while science as a process is the development of students' skills
in scientific methods and problem solving. There are many challenges in the teaching of science
in schools. According to Bybee and Fuchs (2006) there is a need to reform the teaching of
science to make it more relevant to the challenges of the new century. However, the core
components are the same, they (p. 350) write that “we need high quality teachers, rigorous

1
A lecturer at Institute of Educational Leadership, Universiti Malaya, Kuala Lumpur, Malaysia
Email: bambang@um.edu.my and deceng@gmail.com
st
Paper presented at 1 International Seminar on Science Education (ISSE) 2015 on 31 October 2015 at Universitas
Negeri Yogyakarta, Yogyakarta, Indonesia.

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content and coherent curricula, appropriate classroom tests, and assessments that align with
our most valued goals”.

This paper explains the context of science education development in Malaysia and its issues
through relevant literature reviews and analysis. The challenges faced could be similar to other
developing countries, both in the political dynamics of policies and in efforts for improving their
quality. It starts with the explanation of some general information about Malaysia and its
education system, and then moves on to some prominent issues in science education
development.

Education in Malaysia
Malaysia is a country that consists of the Malay Peninsula and the northern part of Borneo
Island that gained independence from the British in 1957. Currently, the Malaysian population is
around 30 million, where ethnic majority are Malays (55%), followed by Chinese (30%), Indians
(10%) and others which reflect a plural society (CIA, 2014). In the last thirty years, the country
has made progress with reduced poverty rate of 3%, economic growth above 4%, and income
per capita has reached US$ 10,000 in 2012, which is 2.5 fold Indonesia. Two familiar
landmarks, the Petronas twin towers and the administrative capital Putrajaya, became tourist
attractions and the pride of the country. Because Malaysia is an Islamic state, it also became a
symbol of a modern Islamic country by others.

In the field of education, it was reported in early September 2015, that one Malaysia university
had been successfully ranked in the top 150 worldwide university ranking by QS (Quacquarelli
Symonds). At the same time, researchers and lecturers from Malaysian universities appeared in
reputable international journals that demonstrate research achievements. International students
studying in various universities in Malaysia surpassed 100 thousand in 2012; a situation
whereby Malaysia was labeled as an ‘emerging contender’ among the other countries that
competed for international students (Verbik & Lasanowski, 2007). All of this indicates a positive
trend in Malaysian education.

As a former British colony, Malaysia also adopted the British education system. The school
system is divided into two major parts, namely basic education (sekolah rendah) for six years
beginning at the age of seven and ended with a public national examination in year 6 (known
as UPSR - Ujian Pencapaian Sekolah Rendah). Secondary education consists of three years
lower secondary school followed by another public exam (called PT3) and continues with
another two years of upper secondary school (form 5), with a final public exam for this
compulsory education ( known as SPM, or Sijil Pelajaran Malaysia); This is none other than the
O-level (ordinary level) in the English system. If the students want to go to university, they
have to go through pre-university education for at least 1.5 years, which is called matriculation
or pursue STPM (high secondary school certificate), equivalent to A-level (advanced level) in
English education. One thing that stands out in the Malaysian education system is the allocation
of significant funds, where the minimum budget per year for education is 20% (excluding
salaries of teachers). This means that the quantitative expansion of the school system can be

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done in a relatively short period of time, such as for building new schools and training school
teachers.

The Malaysian education system is managed centrally by the Ministry of Education in the capital
city, despite the fact that Malaysia is a country with a federal system, whereas “not only in
terms of a national school curriculum and a national examination system, but also in terms of
finance and administration” (Lee, 1999, p. 89). The total student population of the school is
around five million who go to 10 thousand more schools, which are mostly public schools
(private school at primary level is 1% and 4% at secondary level) (KPM, 2013). Teacher
population in Malaysia around 423 thousand people of which 70% are female teachers (KPM,
2014). The minimum qualification for teachers in Malaysia is an undergraduate degree (S1);
teacher education for primary school level are conducted by teacher institutes (called ‘maktab’)
which is supervised directly by the Ministry of Education; whereas for secondary school teachers
carried out by 13 faculty of education at various public universities under the Ministry of Higher
Education. Student teachers are recruited each year based on quota stipulated by the central
government based on the projection for the next four to five years. The language of instruction
in all Malaysian schools is Bahasa Malaysia, but in elementary schools it is permitted for
national-type schools (vernacular schools) to use their mother tongue, which is Chinese and
Tamil. This shows that the identity politics of the colonial era still survives.

Development of Science Curriculum

After independence from British, Malaysia continues to apply the science curriculum which
originated from England. According to Tan (1991) and Lee (1992), three pieces of curriculum
teaching of science were adopted, namely the Scottish Integrated Science Syllabus for lower
secondary school, the Nuffield Secondary School Science Curriculum for the non-science
streams of upper secondary school, and the Nuffield O-Level pure Science Syllabus for the
upper-secondary science stream was implemented from 1968 to 1981. Imports of foreign
curriculum like this would directly impact the school system. Studies conducted by Thair and
Treagust (1997; 1999) showed that the trend of science curriculum in developing countries
such as Malaysia and Indonesia, in the absence of expert design and implementation of the
curriculum, revealed that they just adopted science curriculum from developed countries
without taking the effort to adapt the curriculum to suit local conditions.

Implementation of the science curriculum caused many problems when applied in the
classroom. The most evident is the availability of laboratory equipment for experiments and
trained staff to implement it; where this cannot be solved completely in a short period of time.
Furthermore Tan (1991) further describes the problems associated with the English curriculum,
categorized as conceptual problems, pedagogical and psychological. Problems in terms of
conceptual occurred where Malaysian students faced difficulty in connecting science
experiments of the curriculum derived from Western culture with their daily lives. This
happened because the content and structure of the curriculum follow the post-sputnik era
which placed emphasis on “scientists’ science”. For example, understanding the context of
science (subject content bias), including the use of Greek alphabets in the formula, which is
something not easy for many students in developing countries to comprehend. In terms of

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pedagogical, teaching in Malaysian schools is centered on the teacher’s style, but the curriculum
is no set pattern that is very different from the existing culture that is centered on students
(student-centered approaches). In the psychological context, the exam-oriented education is
geared to enable teachers complete the syllabus, and because of the limited time the teachers
take a shortcut by explaining the outcomes of science experiments verbally, rather than
allowing the students conduct the experiments.

Realizing this, the local education experts in Malaysia together with the ministry of education
seeks a science curriculum format that could suit local needs. One effort was the establishment
of the Curriculum Development Center in 1972 that was responsible for conducting research
and development curriculum locally (Tan, 1991). The result is a design and product of
integrated science curriculum both at the primary level and high school level in the late 1980s.
Both the curriculum is none other than the result of the local education experts that engaged in
dialogue and research, tailored to local needs.

Lee (1999, p. 90) writes that the new curriculum attempts “to introduce new emphases in the
objective and content, new teaching styles and new types of instructional materials”. It is
intended that the philosophy of the new curriculum incorporated a ‘child-centered curriculum’.
However, as indicated by Tan (1991), the existing teaching culture is still traditional where
teachers dominated the classroom. Also Lee (1999) notes that there are some controversies
that emerged from this new curriculum, for instance when high school students have the option
to choose science subjects, it made science subjects drop to a very small number compared to
non-science subjects, which was 22:78. Another drastic change related to this in terms of the
content of curriculum and choice of language, which occurred in the early 2000, will be
explained later in the next section.

One of the exciting developments in science teaching was during the mid-1970s until the early
1980s. During that time, there was a drastic growth in the number of high school students in
Malaysia in connection with the execution of the New Economic Policy which provisioned a
greater role for the bumiputera (Malay) in terms of their participation in the field of education.
Most noticeable is the large number of teachers shortage, particularly in this case where science
teachers from Indonesia were imported to teach at various schools in Malaysia. The main
reason is due to the same culture and background (serumpun), especially the use of language
for instruction, where previously science was taught in English.

Smart School and English Language policy

The success of the economic development in the 1980s and early 1990s boosted Malaysia’s
confidence to take on another challenge. One of the important national agenda is to develop
the Multimedia Super Corridor (MSC) to prepare for the digital economy. One aspect of MSC in
education is the implementation of the Smart School (SS) concept. The SS concept entails
"student to practice self-paced, self-accessed and self-directed learning" (Abdullah, 2006: 5).
The Smart School idea at that time was progressive and futuristic, where SS is projected as a
model school which will prepare the citizens of Malaysia to evolve into a modern community
equipped with information and communication technology (ICT) (Bajunid, 2008).

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At a practical level, the SS pilot project started in 1999 and ended in 2002, involving 87 primary
and secondary schools chosen from various parts of Malaysia (Abdullah, 2006; Puteh &
Vicziany, 2004). According to Chan (2002), the main component of the integrated SS are:
teaching materials using web pages (web-based) for the Malay language, Science, Mathematics
and English subjects; a computerized system for the management of schools; information
technology infrastructure and computer networks; central assistance services and special
services. In other words, the use of computer technology and multimedia will assist student
learning in the SS programme, especially those who still use the existing curriculum.

However, some studies reported interesting facts and analyses about the smart school policy. A
study conducted by Lee and Sellappan (1999) reported that the SS projects related to
hardware, software and training turned out to be a big investment which in this case is difficult
to maintain. In terms of the maximum limit of computer usage of around three years,
computers will then need to be upgraded and it will cost a big amount of money; at the same
time, a ratio of 5 students per computer benchmarks a good standard practice in schools but
this is also something difficult and expensive to put into practice.

In terms of learning software products, the SS project produced 1494 courseware for four
subjects (Abdullah, 2006) to be used by teachers and students; but as it is called by Puteh and
Vicziany (2004) this figure is seen as a technical issue rather than pedagogical. Studies
conducted by Halim et al, (2005, p. 112), found that "the courseware is predominantly based
the resulting information in a directed form of instructional delivery". Ya'acob et al., (2005) and
Abdullah (2006) revealed that some teachers still have trouble using the courseware because
not all of them are involved in training, and teachers who have been trained do not always
share their knowledge and skills with each other. Policy changes to teach science and
mathematics in English in schools in Malaysia (called with PPSMI) that began in 2003, have also
led many teachers to not use this courseware, because it is written in Bahasa Malaysia.

The smart school project as noted by Puteh and Vicziany (2004, p. 2) is a kind of "across-the-
board solutions for all aspect of teaching, learning and management in schools", which
unfortunately led to some inevitable consequences. For example, from the beginning this
project did not involve experts and academics who are involved in research and who know the
school system (Bajunid, 2004); courseware designers are also not educators (Halim et al, 2005;
Ya'acob et al, 2005; Abdullah, 2006). Some research about SS found that teaching using
multimedia technology is not easy, as it relates to the prevailing education system, where
comments from teachers is mainly about completing the syllabus, needing more time, and
feasibility testing (Ya'acob et al. 2005; Abdullah, 2006).

Another policy that surfaced consecutively after smart school is the language policy. Based on
the cabinet meeting decision in July 2002, the Malaysian government took a drastic step in
education, by implementing the use of English as the language of instruction for mathematics
and science at all levels in primary and secondary education, called with PPSMI (Pengajaran dan
Pembelajaran Sains dan Matematik dalam Bahasa Inggris) (Chan and Tan, 2006). The decision
announced by the former Education Minister, Musa Mohammed, stated that PPSMI was
implemented in the academic year 2003 (education calendar in Malaysia beginning in January
each year). The preparation for the implementation of this policy is very short, about six
months which involved a transformation of the whole system.

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One of the reasons often cited in PPSMI policy, “the political leaders also realise the importance
of English as an international language for trade and the transfer of scientific knowledge and
technical know-how” (Lee, 1999, p. 91). So, it is important that Malaysia's youth understand the
language used in the field of science that supports the development of technology (math and
science). Approaching the implementation stage in early 2003, many activities were conducted,
such as English training for science and mathematics teachers, and the compilation of science
and mathematics textbooks written in dual-language (English and Bahasa Malaysia). The
Malaysian government has also stipulated that mathematics and science teachers get incentives
for the implementation of this policy in the classroom. It looks like the government has
downplayed the curriculum change which usually takes several steps (initiation, mobilization
and adoption, routinisation and finally institutionalisation) and not try to get support from other
stakeholders (Chan and Tan, 2006).

At the beginning of the PPSMI policy implementation, several quarters criticized the likely
impact affecting the nation's identity and language, the decline in the understanding of science
and mathematics concepts, the drop in educational achievement, unprepared teachers etc.,
since there is no empirical evidence and research that could prove that at this stage, the policy
was implemented without resistance (Chan and Tan, 2006). The only criticism at this stage was
that it is executed without considering the change in regulations related to the national
language policy as the language of instruction in schools, textbooks and examinations etc.

After several years of implementation, various research on the implementation of PPSMI shows
that the benefits expected may be hindered due to some problems faced (Chan & Tan, 2006;
Anonym, 2009; Phang, 2010). Research conducted on a large scale (involving academicians
from nine public universities with respondents over 15 thousand students and hundreds of
teachers) found that the PPSMI does not produce what is expected (Anonym, 2009). Based on
analysis of public examinations on science and mathematics subjects, only students from urban
schools and boarding schools get better results. However in the case of rural school children
who are generally weak in English, their achievement gap appears to be widening.

Another practiceamong Malaysian teachers in the science and mathematics classroom,

according to research, is the use of English words in their Bahasa Malaysia communicational
expressions (Chan & Tan, 2006; Anonym, 2009). This can result in semantic misunderstanding
that can lead to syntax failure.

Some quarters claim that PPSMI is a controversial policy that can have an impact on
communication skills using native languages (Bahasa Malaysia, Chinese and Tamil), English
language, and also students understanding in science and mathematics (Anonym, 2009). The
fact remains that until the time this policy started in 2003, Malaysian teachers were not trained
to teach science and mathematics in English. So, the improper use of English is an ongoing
affair happening every day in science and mathematics classrooms. This could affect students
who may regard science and mathematics as frightening and a subject difficult to understand.

Based on many criticisms, political tension and empirical research evidence, the Malaysian
government in 2009 finally agreed to discontinue this PPSMI policy and it will officially end in
2012 (PPSMI, 2009). English as the language of instruction in science and mathematics remains
mandatory but only to the level of pre-universities upwards. The withdrawal of the PPSMI policy

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indicates the end of the problematic social experimentation in Malaysian science education,
which resulted in a very costly lesson slapped on Malaysian society and the drastic change
brought about in Malaysian education.

Effect of TIMSS and PISA

Another development that shows the achievement of Malaysian students in science education
comes from international studies such as TIMSS (Trends in International Mathematics and
Science Study) and PISA (Programme for International Student Assessment). Malaysia
participated in TIMSS since 1999 and has been joining four cycles of assessment; the result is
undoubtedly a reflection on the impact of the PPSMI science education policy stipulated in
2000. TIMSS is a test that assesses student achievement in many countries internationally in
mathematics and science. In 1999 (pre-PPSMI) to 2011 (after the introduction of PPSMI)
apparently the Malaysian TIMSS results showed the most drastic decline compared to other
countries (see Figure 1). Malaysian students’ science achievement increased slightly between
1999 and 2003, but after that it declined in terms of rank and score, to below the international
average in 2011.

Figure 1. Malaysian student performance in TIMSS 1999-2011

(Source: KPM, 2013, p. 3-7)

As for PISA where Malaysia had participated in 2009 and 2012, the results obtained for science
placed Malaysia’s students in rank 53 among the 74 countries that participated. This results
were below the international average. Further analysis from KPM (2013, p. 3-12) stated that for
science, Malaysian students “have very limited scientific knowledge that can only be applied to

7
a few familiar situations. They can present scientific explanation that follows explicitly from the
given evidence but will struggle to draw conclusions or make interpretations from simple
investigations.” This was a wake-up call for the Malaysian government to do something with
regards to improving the quality of science and mathematics teaching in the country.

At the same time the low achievement of students in science in the country is worrying. The
government’s intention for Malaysian students at the upper secondary school level to take
science and social science course is on a ratio of 60% : 40%. However it is a known fact that in
Malaysian secondary schools the number has not yet reached 30% for the science course, and
this situation has not really changed since the 1990s. What is even more worrying is that for
students who undertook pre-university education (A-level), only 22% of them are boys. The
lack of interest in science from the young generation is certainly going to be a problem in the
future, as it is difficult to get talented researchers, product development etc. Some research
shows that Malaysian students do not dislike or fear science, but they chose the social sciences
because relatively they are more in control (KPM, 2013).

The Malaysian Ministry of Education has taken drastic action to address this condition. Since
improving the current science curriculum has been stated in the Education Blueprint (KPM,
2013), ithe revisions ares targeted for completion in 2017 where one of the content of the new
science curriculum will be to incorporate more problem-based and project-based subjects,
formative assessments and an accelerated learning pathway for high performing students to
complete their secondary education in four rather than five years.

Another emphasis recommended by the Education Blueprint is that Malaysian students have to
cultivate ‘high order thinking skills’ (called ‘HOTS'). Again, the expectation is for students to be
globally competitive and remain relevant with the expectations of the industry and current
market, and be able to face the increasing international challenges and competitions,
benchmarked by international measurements, TIMSS and PISA.

Further, the Ministry of Education has taken strategic initiatives to set up a special task force in
2012 (KPM, 2013), for the purpose of enhancing HOTS among students and also for the
continuous professional development of teachers. A well designed literacy programme is being
developed to improve HOTS among students, as well as to provide teachers the teaching
support needed for their ‘diagnostic assessment’ and for monitoring students’ academic
achievements. The task force consists of experts and university lecturers working together with
RECSAM (The Regional Centre for Education in Science and Mathematics), where they
discussed and designed a pattern of teaching for teachers to be more challenging to students
by applying higher order thinking skills.

As a result, public examinations as well as school-based assessments in Malaysians schools will

implement a test paper that will be streamlined with ‘high order thinking’ questions by 2016.
This will include an 80% increase for the form 3 assessment (PT3), 75% increase for SPM core
subjects and 50% increase for SPM electives. This renewed focus on HOTS, is to equip students
with cognitive skills that will train them to think critically and be able to creatively extrapolate
and apply logical reasoning in various settings. At the same time, this also will be reflected in
the results of the next cycle of TIMSS and PISA. Additionally, science offered in public
examinations will be upgraded by increasing its level of difficulty to make it fit in with ‘HOTs’,

8
which is assumed to improve the quality of science education in the future. Something that
need to be proved empirically in the near future.

Conclusion
There has been interesting developments in the dynamics of science education in Malaysia.
Although the former colonial power has left the Malaysian education system, the adaptation of
the science curriculum did not appear to always fit with local conditions. At the same time
various initiatives for the development and improvement of the quality of science education
such as PPSMI and Smart School policies do not always have expected results. At the same
time international studies such as TIMSS and PISA, have an influence on the direction and
development of science education where it become initiatives for change, in a bold move for
Malaysia.

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